장애유아 통합교육 관점에서 유치원 교육과정 분석

Inclusive Education Spirits and Contents Represented in 6th National Early Childhood Education Curriculum

본 연구에서는 유치원 교육과정에서 장애유아 통합교육에 관한 내용을 어떻게 다루고 있는지를 확인하고자, 유치원 교육과정이 근거하는 관련법, 기본방향 및 구성 방침, 교육내용, 교수학습방법 그리고 교육활동 지도자료의 내용을 분석하였다. 분석결과, 유치원 교육과정의 법적 근거나 기본방향 및 구성방침에서는 장애유아도 일반유아와 마찬가지로 ‘교육의 질적 기회 균등’에 따라 차별 없이 교육받아야한다는 정신이 담겨져 있었다. 하지만 교육과정의 교육내용 구성 및 교육활동 지도자료의 활동내용에서는 포함된 장애관련 활동 정도가 극히 미비하고, 다루는 내용면에서도 장애인을 일반인과 다른 사람으로 이해하도록 구성되어 있었다.앞으로 일반 유치원 교육과정을 구성할 때는 장애를 이해하고 도와주는 관점을 넘어서, 장애를 가진 모든 이들과 완전히 함께 생활할 수 있는 태도와 의식을 기르도록 지원해주는 구체적이고 실천적인 활동들이 더 많이 포함되도록 구성되어야 할 것이다.

The purpose of this study was to find out the inclusive education spirits represented in 6th National Early Childhood Education Curriculum. In this study, the researchers analyzed the related laws, basic policies, educational contents, and teaching methods represented in 6th National Early Childhood Education Curriculum, and the practical educational activity contents represented in activity books. The spirits that young children with disabilities should be educated with their typically developing peers according to the principle of educational equity were involved in the NECEC s related laws, basic policies. However, the number of activities related with disabilities are very few(about 0.01%), and the contents were portrayed that young children with disabilities are different from their typically developing peers in the educational contents and the practical educational activity contents. When they do plan and construct the future National Early Childhood Education Curriculum, it should be involved practical activities that make young children have attitudes and perspectives living together with people who has disabilities, beyond simply understand and help a disabilities. The purpose of this study was to find out the inclusive education spirits represented in 6th National Early Childhood Education Curriculum. In this study, the researchers analyzed the related laws, basic policies, educational contents, and teaching methods represented in 6th National Early Childhood Education Curriculum, and the practical educational activity contents represented in activity books. The spirits that young children with disabilities should be educated with their typically developing peers according to the principle of educational equity were involved in the NECEC s related laws, basic policies. However, the number of activities related with disabilities are very few(about 0.01%), and the contents were portrayed that young children with disabilities are different from their typically developing peers in the educational contents and the practical educational activity contents. When they do plan and construct the future National Early Childhood Education Curriculum, it should be involved practical activities that make young children have attitudes and perspectives living together with people who has disabilities, beyond simply understand and help a disabilities.