본 연구는 특수교육진흥법의 규정을 체계적으로 분석·검토함으로써 그 개정의 방향을 제시하는데 목적이 있다. 본 연구에서는 1994년 특수 교육진흥법을 중심에 두고 이 법률이 특수교육에 관해 규정한 주요 내용과 절차 사항을 비판적으로 분석·검토하고, 이를 1977년 특수교육진흥법 규정과도 비교·논의하였다. 구체적으로 특수교육진흥법의 주요 규정을 특수교육의 성격과 범위(의무교육, 무상교육, 위탁교육, 공교육, 적절한 교육), 특수교육대상자의 선정과 배치(진단·평가, 심사, 선정, 배치), 특수교육대상자의 교육(개별화교육계획의 수립, 특수교육의 실시, 치료교육의 실시) 등 세 영역으로 대별하여 분석·해석한 다음, 1994년 개정 특수교육진흥법에 직·간접적인 영향을 미친 미국의 장애인교육법(IDEA: Individuals with Disabilities Education Act)과도 비교·논의하였다. 이러한 규정점토와 논의를 통해, `한국` 특수교육의 발전을 위한 법개정의 대안을 제안하였다.
The present study was undertaken to systematically analyze and examine the provisions of the Special Education Promotion Law (SEPL) and ultimately to recommend the directions for the future revision of the law. The major contents and procedures regulated by the law amended in 1994 on the Korean special education were critically discussed and were compared with the law enacted in 1977. In the study, the major articles of the law were examined in terns of three important areas. First the discussion on the nature and the scope of special education included compulsory and/or free education, consigning special education to private special education institute, public education, and appropriate education. Second, the selection and placement procedures of the children with disabilities were reviewed. including diagnosis and evaluation, judgment, and selection of the children with disabilities, and their placement in the schools. Finally, the educational processes with the children with disabilities were analyzed and interpreted in the three aspects of individualized education planning, special education, and therapeutic education delivery. In addition, these contents and procedures were compared with the 1997 amendments of Individuals with Disabilities Education Act (IDEA) had directly and indirectly influenced the law revised in t994. Through these regulation examination and theoretical interpretation, the alternatives for the revision of the law were presented to further develop `Korean` special education.
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