초등학교에서 장애아동 인권문제의 유형화

A Study on the Type of Human Rights for Children with Disabilities in Elementary School

  이 연구는 교육상황에서 제기될 수 있는 장애아동의 인권문제를 개념 짓고, 이것을 토대로 초등학교에서 장애아동의 인권문제의 사례를 수집하여 인권문제를 유형화하였다. 평등, 자유, 인간존엄이라는 인권의 세 가지 기본개념을 국제인권문서에서 규정하고 있는 조항과 관련하여 해석하였다. 교육평등이란 장애아동의 공평한 교육기회의 제공과 각 개인의 능력을 최대한 발휘할 수 있는 모든 교육적 지원을 보장하는 것이며, 자유란 교육상황이나 행정에 적극적으로 참여하여 의사 결정할 수 있는 권리가 보장되어야 하며, 학교공동체에서 인간존엄성을 바탕으로 하는 권리보장이란 구성원간의 수평적 인간관계의 확립을 통해 실현될 수 있다. 이러한 개념을 바탕으로 초등학교에서 보장되어야 할 장애아동의 인권유형을 11가지로 분류하였다.

&nbsp;&nbsp;The purpose of this study is to analyze the concept of Human Rights for children with disabilities in elementary school on the basis of Several Human Rights documents and to itemize the type of Human Rights for them in school.<BR>&nbsp;&nbsp;In the aspect of educational equality, the type of Human Rights of children with disabilities were the guarantee for opportunity to school entrance, right of school access, the preparation of supplementary services, the preparation of educational process and qualities of teachers. The criteria of this classification isbased on the concept of relative equality, which means to secure mechanical equal treatment to the children with disabilities who have special demand is not enough for real equality.<BR>&nbsp;&nbsp;Freedom was considered a kind of participation because it was secured through practical participation. In this study, it was classified as self- determination of children with disabilities, and the rights for the participation to school administration of representative disabled people. Especially, the rights of parents to participate in school adminstration should not be excluded in the inclusive education, because it advocate interest of children with disabilities who can not do it by themselves.<BR>&nbsp;&nbsp;Things that should be noted related to human dignity are educational neglect, corporal punishment, alienation from friends, overprotection.