경계선지능 문화예술교육의 정착과 발전을 위한 소고

Abstract

Although the number of children and adolescents with borderline intellectual functioning (BIF) is estimated at 800,000 across the nation, or 13 percent of the total population, they do not receive due attention in society because they are not categorized as the disabled. Since the enactment of arts and culture education support law in 2005, a variety of related projects have been carried out at schools. It, however, is hard to find a clear concept for or related academic research. Yeroom Art School, an alternative school, offers arts and culture education for the children with BIF, including music, dance, fine art, and drama in order to help the children to recover their self-respect and develop social adaptation ability through education of pure arts. A dance program, for example, is expected to exert a positive influence on the children by helping them to maintain physical ability and build confidence, stabilize emotion and form social relations, and improve cognitive ability. This paper has suggested some educational, social, and policy-based approaches for the establishment and the development of arts and culture education for children with BIF. They include: increase in the number of target students and the establishment of specialized schools; prompt diagnosis and systematic and sustainable education; development of education programs and teaching materials based on subdivision of target students; cultivation and reinforcement of professional educators; promotion of the children's social adaptability skills; reduction of social costs by lowering the number of the low-income class people and the disadvantaged.