일본의 지체부자유아 교육 성립 과정에 관한 연구

• 영문명: The Establishment Background of Special Education System for Children with Physically Handicapped in Japan
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 고등영(Go, Dung Young)
• 간행물 정보: 『지체.중복.건강장애연구』제50권 제1호, 215~232쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.04.30

국문 초록

본 연구는 일본의 지체부자유 교육의 성립 배경과 특징, 일본 지체부자유 교육의 문제점과 그 해결 과정을 분석함으로써, 우리나라 지체부자유 교육 및 중증·중복장애아동 교육이 일반교육과 특수교육이라는 개념을 뛰어넘어 의학과 교육의 상호 협조 체계를 구성할 수 있는 교육모형을 제시한다는 것에 연구의 목적이 있다. 이를 위해, 일본 지체부자유아 교육의 성립과 발달에 관한 문헌을 수집하였고, 이들 자료에 근거하여 우리나라의 지체부자유아 교육에 대한 모형을 제시하였다. 또한 이 연구에서는 첫째, 일본의 의무교육제도의 시행과 양호학교의 성립과정에서 나타난 의료적 보육(Care)의 기능에 대한 분석, 둘째, 제 2차 세계대전 이후에 분리교육 중심의 일본 특수교육 체제가 가지고 있는 문제점과 이를 극복하기 위한 해결방안에 대한 고찰, 셋째, 현재까지 활발하게 전개되고 있는 통합교육의 동향에 비추어 일본의 지체부자유아 교육이 안고 있는 과제들을 분석하고 이에 대한 적절한 해결방안을 고찰하였다. 연구 결과, 현재 일본의 지체부자유 교육은 학교교육법(学校教育法), 아동복지법 등에 근거하여 양호학교, 지체부자유 시설, 중증 심신장애아 시설 등의 학교 형태로 운영되고 있으며, 기능적으로는 의료기관으로써의 요소를 갖춰 보건, 의료, 복지의 제휴 형태로 이루어지는 것이 가장 큰 특징이라고 할 수 있다. 이러한 일본의 지체부자유아 교육의 발달과정을 통해 우리나라의 특수교육을 살펴볼 때, 협력모델의 측면에서 지체부자유아를 담당할 특수교사를 양성하는 과정에서는 의학적인 내용을 담고 있는 교과목을 강화해야 할 것이다. 또한 통합교육적인 측면에서는 파견학급과 순회교육을 강화하거나 병원과 같은 시설 속에 특수학교를 설치하는 것 등을 법제화하여 지체부자유 및 중증·중복장애아의 교육을 강화해야 할 것이다. 한편, 생애 주기적인 관점에서 장애인에 대한 직업교육과 평생교육 시스템을 강화하여야 할 것이다.

영문 초록

School Education system for physically handicapped in Korea move toward inclusive education and supporting profound and multiple disabilities. Inclusive education can develop with cooperative system between general education and special education. One of the factors of effective education methods for profound and multiple disabilities is effective medical support system. Education system for physically handicapped children in Japan, which called “療育(Ryoiku: habilitation)”, has developed through cooperative system between education and medical care. This word represents for trends in effective synthesis between education and medical therapy. Therefore, researching the effective, contents and methodology of medical care in Japanese special education will provide the method of solving our current problems. It will play important role in future-oriented direction for our special education for physical handicapped children. This research was intended to find the establishment background, properties, problems and process of solving them in education system for physically handicapped children in Japan. The literature resources of this research were mainly collected from National Diet Library in Japan, national university, disability-related organization and special school. This research was analyzed from the three viewpoints. Firstly, it was analyzed about the function of medical care when compulsory education system was established. Secondly, it was analyzed about the process of the segregated education system on the basis of disability after The world war Ⅱ. Thirdly, according to currently ongoing toward inclusive education, the task about inclusive and segregated education system for physically handicapped children in Japan was analyzed. In conclusion, there had not been the education system for physically handicapped children in Japan until Tokyo Municipal Komei special school was established in 1932. In Meiji period (1868 - 1912), Sino - Japanese War and Russia - Japanese War had an effect on increasing interest with school sanitation for physically handicapped children. Hereafter, introduction of orthopedics from foreign countries and relieving from the handicapped after the great earthquake at Tokyo in 1923 resulted in development of special education for children with physically handicapped in Japan. Currently, special education for children with physically handicapped and profoundly disabled in Japan is conducted in forms of special school and institute for the physically handicapped on the authority of law of school education and law of children’s welfare. The biggest characteristic of this system is alliance among school health, medical science, and welfare system. For example, there is a school in a hospital, and the hospital is adjacent to the school. This form promotes huge results to habilitation of exercise functions. These data suggest that education system for physically handicapped children and the profoundly and multiply disabled should be cooperative and alliance with medical approach. This approach will make development beyond inherent limitation in general and special education. Therefore, establishing the policy of medical curriculum training for special education teacher, a special education with function of medical care and the traveling education system is necessary for education for children with physically handicapped and profound and multiple handicapped and lifelong education system for the handicapped.

목차

Ⅰ. 서 론

Ⅱ. 본 론

Ⅲ. 결 론

키워드

지체부자유아 교육 일본의 특수교육 일본 지체부자유아 교육제도의 성립 special education system for children with physically handicapped Japanease special education the establishment background of special education system