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미국의 반응중심 중재법 채택이 국내 학습장애 진단평가 정책에 주는 시사점

Implication of 'Response to Intervention of IDEA' for the identification policy making of learning disabilities in Korea

정대영
한국특수아동학회 (Kacsn: Korean Association Of The Children With Special Need)|2010.06|특수아동교육연구 (The Journal of Special Children Education)|제12권 제2호|pp. 53-76|DOI 10.21075/kacsn.2010.12.2.53

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키워드

학습장애진단평가learning disabilities반응중심 중재법(RTI)Response to intervention
주제분류교육학

초록

학습장애의 진단평가는 미국의 IDEA 2004에서 불일치법의 대안으로 반응중심의 중재법을 채택함으로써 새로운 전기를 맞고 있다. 반응중심 중재법은 국가교육의 경쟁력 제고 정책과 더불어 일반교육의 질적 수준을 높이며, 나아가 학습장애의 진단평가 방법으로 실험적 적용이 확대되고 있다. 국내의 특수교육 및 일반교육 환경이 변화하고 있는 상황에서 학습장애의 진단평가 방법으로 반응중심 중재법을 도입하여 정착시킬 것인지를 결정해야 할 중요한 시점을 맞고 있다. 이러한 상황에서 본 논문은 반응중심 중재법의 법적 및 정책적 근거, 의의와 원리, 개념적 모형을 고찰하고, 국내 학습장애 진단평가 정책에 주는 시사점을 탐색하였다. 본 연구에서는 시사점으로 실시의 근거 마련, 반응중심 중재법에 대한 이해와 실행을 위한 구체적 방법의 이해, 일반교육과 특수교육의 협력적 접근, 국가 및 시도 차원의 표준 학력 기준 마련, 국내 교육환경에 적합한 모형과 단계의 개발 필요성 등을 제안하였다.

Abstract

Although RTI is a general education-based mechanism for monitoring students progress, it can also be used as part of special education decision making. The field of learning disabilities has been faced new era since U. S. IDEA 2004 adopted response to intervention(RTI) instead of discrepancy model for identification of learning disabilities. Application of RTI has been expanded for improving the quality of general education with upgrade policy of national education competition. The national environment of general and special education has been changing in keeping step with international education policy, it is very important time to decide whether to introduce RTI for identifying learning disabilities and improving the qualities of general education. The present paper review the legislative bases, meaning, principle and conceptual model of RTI, and look for the implication of RTI for the identification policy making of learning disabilities in Korea. The results of this study are as follows. First, it needs to understand correctly the intend and purpose of RTI. Second, the components of RTI should be legislated in related law. Third, achievement standard of national and province level have to be developed. Fourth, considering domestic educational and cultural environment, it needs to optical model and practical procedures of RTI.

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관련 논문AI추천

한국과 미국의 학습장애 현황 비교를 통해 본 한국형 중재반응모델 제언변찬석, 조은미, 최나리한국특수교육문제연구소 · 특수교육저널:이론과 실천2011 · 제12권 제3호불일치모형과 중재반응모형을 넘어서 : 학습장애의 진단을 위한 새로운 통합 모형의 제안을 중심으로김동일, 정광조한국정서행동장애학회 · 정서·행동장애연구2008 · 제24권 제1호RTI와 학습장애, 어떻게 봐야 하나?: 국내 학습장애 이론과 실제에의 시사점이대식한국통합교육학회 · 통합교육연구2008 · 제3권 제2호특수교육법의 평가규정 개선 과제 탐색김혜령한국특수교육교과교육학회 · 특수교육교과교육연구2013 · 제6권 제2호초등학교 학습장애 판별 준거에 관한 논의:불일치 준거와 대안적인 방안을 중심으로김자경한국특수아동학회 · 특수아동교육연구2005 · 제7권 제4호학습장애의 정의와 진단적 평가기준의 법적 규정을 위한 대안 탐색정대영한국특수아동학회 · 특수아동교육연구2007 · 제9권 제2호

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