특수교육법의 평가규정 개선 과제 탐색

Abstract

This study was to IDEIA regulations prescribed in this evaluation with respect to special education law recognize, evaluate what the plan is for improving evaluate. The purpose of this study to achieve the 'First, Korea and the U.S. IDEIA special Act regulations prescribed in the respective evaluation like? Second, South Korea and the United States Special Education What is the difference between the assessment regulations? 'Research questions that were selected. Through literature research, this study was to resolve the problem. Special educational needs of students with disabilities and the legal basis for the evaluation of the IDEIA 2004 and was based on a special gyoyukbeopwa. Special Education Special Education in South Korea is clearly one person's definition does not provide diagnostic criteria are certainly, in particular is very vague and the diagnosis of learning disabilities, diagnosis and assessment systems, diagnosis, evaluation only fragmentary presented. IDEIA 2004 is a comprehensive and individualized assessment, professional team (Multidisciplinary team: MDT) evaluation by the procedural regulations, a student found a positive duty, assessment conducted by former parent notification and consent in writing to obtain, re-evaluated every three years. and regulations. Korea is a special education subjects related to the diagnosis, evaluation, etc. Support Center and Department of Education Special Education Special Education Steering Committee is in charge of the unit, and the United States has a team of experts in school (MDT) has made a request to the strict procedural rated regulations and requirements, but South Korea's special education law is not detailed procedures to be put.