한국의 통합교육정책 분석

A Study on the Policy of Fully Inclusive Education in Korea Special Education

본 연구는 한국 통합교육과 관련된 정책형성과 정책결정 그리고 정책집행과 평가과정을 정성적으로 평가한 내용이다. 특수교육에서의 통합교육은 공공성이 매우 크고, 일반 사회에 미치는 영향 또한 적지 않다는 사실을 감안하여 정책입안으로부터 실현과 결과에 미친 요인들을 분석하여 보다 효율적인 정책 실현이 되도록 하는 일은 매우 중요하다. 이러한 입장에서 본 연구는 Dror 등의 이론을 최종운이 모형화한 통합적 분석모형을 기본모형으로 분석평가 하였다. 그 결과 정책 형성과 결정과정에서 사회 전반적인 협력을 이끌어 내는데 부족했고, 집행과정에서는 정책실행자들의 전문성 부족과 사회전반적인 이해부족이, 평가과정은 아예 실행되지 못한 점들이 지적되었다. 이러한 문제점들을 고려 할 때 차후 통합교육정책의 발전을 위해서는 보다 합리적인 평가 도구를 개발하고 실행하는 노력이 필요 할 것이다.

The importance of special educational policy and the necessity of research herein have been highlighted due to the expansion of social and public characteristics of education, and the unitary, rational aspect between politics and administration. The purpose of this study were to build and develop the theoretical basis on special educational policy analysis. So this study were qualitative analysis of full inclusive education policy in Korea special education. The major findings of the study were as follows： 1. As the full inclusive education policy is generally regarded as a part of public policy, the attributes of policy were understood through the analysis of existing policy concept definition. 2. The full inclusive education policy content seemed to be composed of four system and eight components, such as normative system, planning(goal, means) system, behavioral system, evaluation system hierarchically interacted with each other. 3. The Special Education Promotion Regulations revised in 1994 requires education using textbooks, remedial education and occupational education through curriculum, education methods and media suitable for the subjects of special education. (Special Education Promotion Law Part 2, Article 1) 4. An effort for inclusive education under the existing laws and regulations is found in the conversion of educational systems. Inclusive education aims to establish systems in which subjects of special education are arranged in regular classes and consider special schools and classes as institutions which are in charge of adjustment training and support for inclusive education. 5. For a successful fully inclusive education, teacher training is necessary. The Korean government established the basic research and planning in special education as one of the policies of special education which meets the social demands of the 21st century for national special educational institutions.