자폐성장애 아동들의 특수교육 적격성에 대한 국제 비교 연구: 한국, 일본, 미국, 영국을 중심으로

• 영문명: A COMPARATIVE STUDY OF SPECIAL EDUCATION ELIGIBILITY FOR CHILDREN WITH AUTISM IN FOUR COUNTRIES
• 발행기관: 한국발달지원학회
• 저자명: Hae Young Kim
• 간행물 정보: 『발달지원연구』제6권 제1호, 1~19쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.06.30

영문 초록

Increases in the prevalence of autism spectrum disorders have raised global concerns, and the education of children with autism has been the focus of clinicians, educators, and parents worldwide. Although some concepts regarding autism are similar across countries, identification of children with autism and their eligibility for special education services may differ. A systematic review was made of special education laws for eligibility of autism classification in Japan, Korea, the UK, and the US and their relationship to the UN Conventions on the Rights of the Child and the Rights of Persons with Disabilities. The International Classification of Functioning, Disability and Health (ICF ？ CY) was used to compare assessment tools for children with autism. The results of the study indicated that there is variability in how children with autism are defined and considered eligible for special education across the four countries. Special education laws were based on the rights of equal and fair educational opportunities for children with special education needs. A match of content of common measures with ICF-CY codes indicated that two of the major measurement tools view children with autism as having restrictions in their abilities to perform activities rather than having a loss of physiological and psychological functions. The common language and framework of the ICF-CY may be a useful approach for teachers and parents in identifying children with autism and providing special education for them.

목차

INTRODUCTION

REVIEW OF THE LITERATURE

METHODS

RESULTS

DISCUSSION

REFERENCES

키워드

autism spectrum disorder,classification,special education eligibility,ICF-CY,assessment