국내외 장애인 평생교육 정책 비교를 위한 탐색적 연구
An Exploratory Study for Comparing Policy of Life-long Education for People with Disabilities
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본 연구는 한국과 해외의 장애인 평생교육 정책과 관련 법제를 비교 분석하고 이를 통해 한국의 장애인 평생교육을조망하고 시사점을 논하고자 하였다. 이를 위하여 본 연구에서는 세계 장애 통계(2017)를 기초로 한국과 동일한 소득수준을 가지고 있으며 장애인 교육권을 보장하고 있는 국가들 중에서 인구가 많은 독일, 미국, 영국, 호주를 한국과의비교대상 국가로 선정하고 분석하고자 하였다. 그리고 본 연구에서는 이희수와 백평구(2010)이 제안한 평생교육 정책분석틀(① 정책 이념-목표, ② 정책 과정-영역 ③ 정책 주체-대상)을 기초로 국내외 장애인 평생교육 정책 및 관련법제를 살펴보았다. 연구 결과, 본 연구는 국내외 장애인 평생교육 운영모델을 크게 ‘서비스 지원 및 배치 중심형’, ‘철학적 가치 및 인식변화 중심형’, ‘국가주도정책 중심형’으로 나누어 살펴볼 것을 제안하였다. 각 모형별 주요 특징과장단점을 분석하였고, 한국 장애인 평생교육의 성공적 운영모델을 위한 시사점을 제안하였다.
Abstract
This article conducted a comparative study on the policy of life-long education for people with disabilities among Korea and other countries. This study selected countries for comparisons based on world disability statistics and charts(2017), and countries which were reported to have high-income, high level of inclusive education, and large population (Germany, United States, United Kingdom, Australia) were selected. The analysis was based on the framework of life-long education analysis by Lee & Paik (① lifelong learning policy ideal-goals, ② lifelong learning process-areas of programs, ③ lifelong learning policy subjects-objects). Results show that three service delivery models of life-long education for people with disabilities are suggested, including ‘service supports and distribution focused’, ‘philosophical value and attitudes focused’, ‘nationally-led policy focused’. Features, advantages, and disadvantages of each suggested model are presented. Finally, implications for successful service delivery model of life-long education for people with disabilities in Korea are suggested.
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