일본 시청각장애학생 현황 및 교육실태 분석
Analysis of the Present Condition and Educational Status of the Deaf-blind Students in Japan
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[목적] 이 연구는 일본 시청각장애학생 현황과 교육 실태를 분석하여 우리나라 시청각장애학생 교육지원 방향 설정을 위한 시사점을 찾고자 하였다. [방법] 이를 위해 일본 문부과학성 시청각장애 관련 정책 자료, 특별지원교육 관련 법령, 특별지원학교 학습지도요령 등을 분석하고, 전국맹농인협회와 국립특별지원교육종합연구소에서 실시한 맹농인 실태 조사 결과를 검토‧분석하였다. [결과] 첫째, 일본에서는 ‘시청각장애’에 대한 법적인 정의가 확립되지 않았으며, 시청각장애는 ‘맹농(盲聾)’으로 사용되고 있었다. 14,000명의 맹농인 중 학령기 학생은 555명으로 추정되며, ‘맹농’보다는 ‘약시난청’이나 ‘전맹난청’ 학생의 비율이 높고, 시청각장애 외 다른 장애를 동반한 학생 비율이 높았다. 둘째, 일본은 「영유아 건강검진」과 「취학 시 건강검진」을 통해 장애를 발견하고 의료, 보건, 복지, 교육 등 관련 분야의 협력을 통한 연계 지원 체계를 강조한다. 검진을 통해 발견된 장애학생에 대한 상담‧지원을 위해 ‘개별지원계획’을 수립하고, 학령기 동안은 ‘개별교육지원계획’으로 전환되어 장애 영역별 특별지원학교가 중심이 되어 지원 서비스를 제공한다. 시청각장애학생의 배치에 있어서는 해당 학생의 당면 과제의 우선순위를 파악하고 가장 시급한 당면 과제에 대응할 수 있는 특별지원학교에 배치가 이루어진다. 셋째, 일본에서 맹농학생에 대한 교육과정은 기본적으로 일반교육과정에 준하는 교육과 함께 ‘자립활동’을 추가적으로 편성하도록 하고 있으며, 발달장애가 심한 맹농학생의 경우 ‘자립활동’을 중심으로 지도하도록 하고 있다. 특히‘자립활동’의 ‘의사소통‘ 영역에서 의사소통 수단의 선택‧활용에 대한 고려사항이 명시되어 있다. 일본에서는 맹농교육 교사의 전문성 함양을 위해‘국립특별지원교육종합연구소’에서 매년 연수회를 실시하고 ‘전국맹농교육연구회’가 조성되어 맹농교육 현장 실천 사례를 공유하고 있다. [결론] 연구 결과를 바탕으로 시청각장애 진단‧평가, 교육배치, 교육과정 편성‧운영, 그리고 교사 전문성 함양 측면에서 시사점을 제시하였다.
Abstract
[Purpose] This study aimed to find implications for setting the direction of educational support for deaf-blind students in Korea by analyzing the present condition and educational status of deaf-blind students in Japan. [Method] To this end, policy data on the deaf-blind from the Japanese Ministry of Education, Culture, Sports, Science, and Technology were analyzed. Laws related to special support education and learning guidelines for special support schools were also analyzed. [Results] First, in Japan, no legal definition of ‘deaf-blind’ has been established, and the term ‘deaf-blind (Mourou)’was being used. Among the 14,000 deaf-blind people in Japan, 555 are estimated to be school-aged. The percentages of ‘low vision and hard of hearing impaired’ or ‘blind and hard of hearing impaired’ students were higher than the percentage of ‘deaf-blind' students, and a high percentage of students had other disabilities apart from deaf-blindness. Second, Japan finds disabilities through ‘infant and child health screening’and ‘school enrollment health screening'. Moreover, Japan emphasizes a connected support system through cooperation in related fields, such as health, welfare, and education. When a disability is found through screening, an ‘individual support plan’ is established to counsel and support the disabled person. If the person is of school age, this plan is converted to an ‘individual education support plan’ and support services are provided by special support schools. Third, in Japan, the curriculum for deaf-blind students requires additional ‘self-reliance activities’ along with an education equivalent to the general curriculum. In particular, considerations for the selection and use of communicative means are specified in the ‘communication’ part of the‘self-reliance activities'. To foster the expertise of the teachers of deaf-blind students, the Japanese‘National Institute of Special Needs Education’ offers and annual workshop, and the ‘National Research Society for Deaf-blind Education’ has been established to share cases of deaf-blind education practices. [Conclusion] Based on the research results, implications were found regarding the diagnosis and evaluation of deaf-blind students, educational placement, the organization and implementation of the curriculum, and the development of teacher expertise.
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