우리나라와 미국의 특수교육법에 나타난 평가규정에 관한 연구
The review of evaluation requirements in special education laws between the United States and Korea
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본 연구는 특수교육에서 평가과정이 어떻게 발전해왔고 미국과 우리나라 특수교육법에 나타난 평가규정을 살펴본 결과 그 내용은 다음과 같다. 첫째, 1905년에 비네와 시몬이 정신지체인을 선별하기 위하여 지능검사를 개발했고, 1920～1950년에는 성격검사와 성취도검사들이 개발되어 사용되었으며, 1960년대에는 표준화검사들이 개발되어 사용되었고, 1970년대를 거치면서 표준화검사와 비형식적검사를 함께 사용하게 되었으며, 평가도 종합평가로 그 범위가 확대되어 갔다. 그러나 1975년 전장애아 교육법이 통과되면서 평가에 관한 법적 제도가 확립되었고, 그 후 몇 차례 개정되면서 미국의 평가체제는 더욱 강화되었다. 둘째, 미국 IDEA 97과 그 법령에는 평가의 목적과 정의 그리고 평가체제가 구체적으로 제정되어 있다. 처음평가와 재평가에서는 다학문간 평가팀이 종합적이고 개별적인 평가를 실시하도록 했고, 평가절차, 필요한 평가자료의 결정, 특수교육 대상아의 결정, 장애아동의 배치결정에 관한 절차 등이 상세하게 규정되어 있다. 셋째, 우리나라 특수교육 진흥법에는 특수교육 대상자를 선정하기 위하여 진단·평가된 사람을 선정한다고 규정하고 있으나 이 규정은 특수교육 분야에서 평가하는 것이 아니라 의사의 진단을 받는 수준에서 이루어지는 것을 의미한다. 그러므로 우리나라 특수교육 진흥법에는 평가에 관한 규정이 없다고 말하는 것이 옳을 것이다.
Abstract
This article was reviewed in two aspects of the development of evaluation process and analysis of evaluation requirements in special education laws of the United States and Korea. Firstly, Alfred Binet and Theodore Simon developed the intelligence test to differentiate individuals with mental retardation for the first time. Over the next three decades many personality inventories and achievement tests were developed and used. In 1960's, the role of assessment, particularly through standardized testing, became increasingly popular and this mirrored the coming of age of the field of special education itself. In 1970's, there was a shift in emphasis to more informal assessment tempered by the realization that more formal assessment procedures would need to be used as well. The law that had the most impact on the evaluation of special education was the Education for All Handicapped Children Act. Although this law has been amended several times, it remained the basis for changes on assessment practices. Secondly, there are many requirements in IDEA 97 and its regulations regarding evaluation. In the law the purpose of evaluation is established, its definition is determined, and the evaluation system is set up for students with disabilities. In addition to the above requirements that must be addressed when conducting evaluation, the areas that specifically affect assessment are a full and individual evaluation, evaluation procedures, determination of needed evaluation data, determination of eligibility, procedures for determining placement and reevaluation. Thirdly, In Korean law of special education there are no requirements except for determination of eligibility.
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