The Analysis Study of How Autism is viewed within Social and Cultural Settings in Korea and America
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초록
본 연구는 한국과 미국의 사회문화적 환경에서 자폐유ㆍ아동을 바라보는 시각의 차를 문헌으로 분석하고자 하였다. 분석방법은 크게 사회적 구조, 비교문화연구, 의학적모델, 경쟁모델, 한, 미문헌조사의 5가지로 나누어 분석하였다. 연구의 결과 한국과 미국의 교사들은 의학적 모델을 일반적 자폐행동 해석의 중요사안으로 생각하였다. 그러나 자폐의 특징 중 하나인 사회적 행동은 보편적으로 사회적 규준이나 문화, 사회적 기대를 바탕으로 해석하였으며 특히 교육에 있어서는 교육의 내용이나 지식과 경험, 사회문화적 배경을 기초로 하였기 때문에 자폐의 행동은 의학적 모델로서 자폐를 보는 시각과는 달리 양국 간에 차이가 있었다. 이에 자폐의 사회적 행동을 바라보는 시각에 대해서는 의학적 모델이 아닌 사회적 맥락에서 자폐를 보아야 할 필요가 있다.
Abstract
This research is interesting in knowing how teachers negotiate social ideologies in inclusive classrooms. It is important to know what kinds of educational environments or materials cause students labeled with autism to be set aside as disabled by medical professionals. The teachers’interpretations that inform this work reject the concept of deficiency in autism. This analysis takes a social constructionist viewpoint, cross-cultural studies, medicalized perspective and deficit model on disability. this study reviewed a cross-cultural study of autism, related to the interpretation of communicative and social behaviors. We could get understanding how teachers conceptualize autism in South Korea and in America, what issues they have in their classrooms, and how they communicate with children with autism. The analogy of cross-cultural miscommunication, like the social and cultural models of disability, provides a means of looking at the behaviors of children labeled with autism in terms of social or cultural differences instead of deficiencies or lack, involving teachers’perceptions within a culture, as well as across cultures.
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