한국에서 통합교육의 정책적 지향과 실천과제: 비교사적(比較史的) 관점에서
Policy and Practical Problems of Inclusive Education in Korea: an International Comparison
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본 연구는 구미에 있어 통합(inclusive)교육의 동향을 비판적으로 검토하면서 비서구 문화권의 비교교육적 사례로서 우리나라 통합교육의 현상과 문제를 구명하기 위해 수행되었다. 이를 위해 먼저 정책적 지향성으로서 한국 통합교육의 동향을 교육부의 특수교육 정책에 의거하여 검토하고, 이어 실천문제로서 우리나라의 통합교육의 한계가 무엇인가를 밝혀, 통합교육의 과제를 국제비교의 관점에서 비판적으로 검토하였다. 이상과 같은 논의를 위해 본 연구는 구미중심주의의 표준에 의거한 통합교육의 배경과 실천모형을 비판적으로 논평하면서, 한국에서 통합교육의 정책 비젼과 현상적 실재(reality)간에 왜 심각한 괴리가 존재할 수밖에 없는가를 한국의 역사적 상황에 천착하여 비교사적(比較史的) 관점에서 논의하였다. 본 연구자들은 우리나라가 정치·경제 분야에서 압축성장의 모델을 구축하였듯이, 통합교육의 실천과정에서도 역동적인 한국형 모델을 구축할 수 있는 역량을 발휘할 수 있다고 믿는다.
Abstract
This study is to clarify the reality and issues of inclusive education in Korea. The main-issues of this study are as the follows. (1)What is the policy directivity of inclusive education in Korea and its characteristics? (2)What is the limit and issue in practicing inclusive education as a actual problem? (3)What is a criticism for inclusive education based on a Europe and America-centered idea and historical issue on inclusive education in Korea?Problem in the practice of inclusion is a historically complicated issue. Each country has encountered its own issues for the practice of inclusion, because it has its own problems followed by particular situations. In Korea, inclusive education is a central issue of educational policy at national level. We have a legal basis to support the policy regulated by the Korean Special Education Law(1994), and Elementary and Secondary School Education Law. Inclusive education in Korea has a big gap between reality and pursuit. However, we expect a dynamic empowerment in the actual process of inclusion, as much as in political and economic development in Korea. In conclusion, it is suggested that inclusive education in Korea as a practical issue should be examined as both "multifactoral" and "historical" aspects. From a "multifactoral" view developmental age and speciality due to disability category should be closely considered. From a "historical" view according to historical tradition and condition should be followed as precepts. Never inclusive education based on a Europe and America-centered idea could be a model of that of Korea. Without transition from competitive school climate to democratic and cooperative culture, inclusive education in Korea can not but be confronted with serious problem.
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