통합교육 환경에서 학교수준 교육과정의 효율적인 적용을 위한 검토 과제

• 영문명: Review for Efficient Application of School-Level Curriculum under Integrated Education Environment
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 강성종(Gang, Seong-Jong)
• 간행물 정보: 『지체.중복.건강장애연구』제52권 제4호, 245~269쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.10.30

국문 초록

한국은 특수교육을 시작한지 100여년이 지나고 있으며, 통합교육을 시작한지 40여년이라는 짧지 않은 역사를 갖게 되었다. 그동안 한국 통합교육이 양적ㆍ질적으로 큰 발전을 거듭해 왔음은 부인할 수 없으나, 되돌아보면 해결해야 할 많은 과제를 안고 있다는 문제 제기를 할 수 있다. 이러한 문제 제기에 따라, 한국 통합교육 발전을 위한 문제해결 과제 중 학교수준 교육과정에서부터 출발점으로 삼았다. 이 글에서 연구자는, 한국 통합교육 환경에서 학교수준 교육과정의 효율적인 적용을 위한 검토 과제를 제시하기 위하여 세 가지 연구를 수행하였다. 첫째, 한국 통합교육의 문제 제기에서 출발하여 역사적 배경을 되돌아보면서 통합교육의 자화상을 검토하였다. 둘째, 교육에서 다양성은 단순히 방법론적 접근 수준을 넘어 다양성 자체를 추구하는 방법론으로써 한국 통합교육의 학교수준 교육과정이 되어야 한다고 주장하였다. 셋째, 이를 근거로, 한국 통합교육 환경에서 학교수준 교육과정의 효율적인 적용을 위한 4가지 검토 과제를 제안하였다. 따라서 이 글은, 최근 교육개혁의 일환으로 학교수준 교육과정이 그 대상이 되고 있는 시점에서 한국 통합교육과 관련하여 논의를 시도하였다는 점에서 의의를 가진다.

영문 초록

More than 100 years have passed since special education was introduced into Korea, and integrated education now has, not to short, 40 years of history. There is no denying that special education in Korea has developed greatly in terms of quality and quantity. The environment for integrated education in Korea, however, has problems to be fixed. This paper focuses on how to solve such problems at the level of school curriculum among others with Korea s integrated education. The author of this paper conducts three studies in order to present agenda for efficient application of school-level curriculum under the current integrated education environment. First, the current state of integrated education in Korea is reviewed in historic context, starting from raising issues with regard to Korea s integrated education. Second, an argument is made that variety in education should be school-level curriculum as a means to pursue variety at the level of simple methodology. Finally, four issues are raised, which need discussion for efficient application to school-level curriculum under Korea s integrated education environment. Given that, this paper is of significance in that it tries to raise issues with regard to integrated education at a time when school-level curriculum is being considered as part of educational reform. Has special education in Korea not focused too much on study of disability itself? Should integrated education be led in special education or in normal education? These are questions that have lacked in-depth consideration. If such a view is agreed on, it is time to place fundamental study of education at the center of special education in connection with disability education. So does integrated education. More than 100 years have passed since special education was introduced into Korea, and integrated education now has, not to short, 40 years of history. There is no denying that special education in Korea has developed greatly in terms of quality and quantity. The environment for integrated education in Korea, however, has problems to be fixed. This paper focuses on how to solve such problems at the level of school curriculum among others with Korea s integrated education. The author of this paper conducts three studies in order to present agenda for efficient application of school-level curriculum under the current integrated education environment. First, the current state of integrated education in Korea is reviewed in historic context, starting from raising issues with regard to Korea s integrated education. Second, an argument is made that variety in education should be school-level curriculum as a means to pursue variety at the level of simple methodology. Finally, four issues are raised, which need discussion for efficient application to school-level curriculum under Korea s integrated education environment. Given that, this paper is of significance in that it tries to raise issues with regard to integrated education at a time when school-level curriculum is being considered as part of educational reform. Has special education in Korea not focused too much on study of disability itself? Should integrated education be led in special education or in normal education? These are questions that have lacked in-depth consideration. If such a view is agreed on, it is time to place fundamental study of education at the center of special education in connection with disability education. So does integrated education.

목차

Ⅰ. 문제 제기 : 한국 통합교육에 대한 문제의식

Ⅱ. 한국 통합교육의 정체성 : 역사적 배경과 자화상(自畵像)

Ⅲ. 한국 통합교육을 위한 교육과정 : 학교수준 교육과정 실행을 위한 다양성 추구

Ⅳ. 결론 : 학교수준 교육과정의 효율적인 적용을 위한 검토 과제

키워드

통합교육 2007년 개정 교육과정 학교수준 교육과정 국가수준 교육과정 integration education 2007 year Revised Curriculum national-level curriculum school-level curriculum development