지체장애 학교의 학교교육계획에 나타난 지체장애 교육 실태

조홍중,방그레 한국지체.중복.건강장애교육학회 2008 지체.중복.건강장애연구 Vol.51 No.3

「School education plan」becomes the standard for daily educational activity or the specific basis to perform educational activity and has the functions to propose, structure, and assess the direction of education activity. Therefore this study intended to analyze the actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school. The analysis subjects of this study were「school education plan」of 10 physical disabilities schools meeting the following conditions. The requirements of subject school were 1) physical disabilities school defined as physical disabilities, 2) to teach children with brain lesion, 3) to be selected equally all over the country not to incline toward a specific region, and 4) to accede to a request of「school education plan」. The results of actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school are summarized as follows. First, regarding school education goals, ① the position of school education goals was established in the form of specific goal in the subarea of education goals. ② School education goals were mainly expressed as a one-line simple sentence, whereas specific goals was done as a clause-type simple sentence. ③ The contents of school education goals such as health, rehabilitation, and independence were reflected in「education goals」in consideration of the characteristics of special school of physical disabilities school. ④ Instructions were established in association with basic goals rather than specific ones. The structure and form of school education goals varied with school. Second, regarding the system of school education plan, ① four schools used the name of 「school education plan of this school」. ② The system of school education plan consisted of min. 7 areas to max. 10 areas. ③ The nature of school catalog was the reduction or appendix of school education plan. Third, regarding the actual state of students' disabilities, ① the number of students to a teacher was 3.64: there was mean 155 students and mean 43 teachers in one physical disabilities school. ② For the number of students by disability, the highest percentage was found in brain lesion disability(82.9%). Finally, regarding the assesment of school administration, ① 9 of a total of 10 physical disability schools suggested the area of school administration assessment, while one school had no such area in「school education plan」or school catalog. ② Assessment items ranged from min. 37 to max. 142. 「학교교육계획」은 각 교사가 일상적인 교육활동을 하는 기준이 되거나 교육활동을 수행하는데 있어서 구체적인 근거가 되며 교육활동에 대한 방향을 제시하고, 구조화하며, 평가하는 기능을 가지고 있다. 따라서 본 연구에서는 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태를 분석하고자 한다. 본 연구의 분석 대상은 전국 지체장애 학교 중 다음 조건을 충족한 대상학교의「학교교육계획」을 분석 대상으로 선정하였다. 대상학교의 충족조건은 첫째, 지체장애 교육기관으로 명기된 지체장애 학교일 것, 둘째, 뇌병변 아동이 주 대상일 것, 셋째, 특정 지역에 치우치지 않도록 전국적으로 균등하게 선정할 것, 넷째,「학교교육계획」의 혜증(惠贈)을 수락한 학교로 총 10개 학교가 선정되었다. 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태 결과를 요약하면 다음과 같다. 첫째, 학교교육의 목표는 ① 학교교육목표의 위치설정은 교육목표에 대한 하위영역으로 구체목표라는 형식을 취하고 있었다. ② 학교교육목표의 표현형식은 교육목표의 진술의 경우, 1행의 단문형 문장 형식을 주로 취하고 있는 반면, 구체목표의 진술의 경우는 주로 조목형의 단문 형식을 취하는 것이 특징적이었다. ③ 학교교육목표의 내용은 지체장애 학교라는 특수학교의 특성을 반영하여 건강이나 재활, 자립에 관한 내용이 교육목표에 반영되고 있었다. ④ 교훈의 설정은 구체목적 보다는 기본목적과 관련되어 있었다. 둘째, 「학교교육계획」의 체제는 ①「학교교육계획」의 명칭 4개 학교에서「본교 교육계획」이라는 명칭을 사용하고 있었다. ②「학교교육계획」의 체제는 최소 7개영역에서 최고 10개영역으로 구성되었다. ③ 학교요람의 성격은 학교교육 계획의 축소판이나「학교교육계획」의 부록의 성격을 가지고 있었다. 셋째, 학생의 장애 실태는 ① 교사 1인당 학생 수는 3.64대 1명으로 지체장애 학교에는 평균 155명이 학생 재학하고 있으며, 교사 수는 평균 43명이 재직하고 있는 것으로 나타났다. ② 장애별 학생수는 뇌병변장애가 82.9% 로 가장 높은 비율을 차지한 것으로 나타났다. 넷째, 학교경영 평가는 ① 총10개 지체장애 학교 중 9개 학교에 학교경영 평가 영역이 제시되어 있으나 1개 지체장애 학교에는 「학교교육계획」이나 학교요람에 평가영역이 제시되어 있지 않는 것으로 나타났다. ② 평가항목은 최소 37항목에서 최대 142항목까지 매우 다양한 것으로 나타났다.

다문화가정 학생에 대한 학교급 별 교육지원 방안 연구

조영달(CHO Youngdal),김재근(KIM Jaeguen),, 박윤경(PARK Yunkyung),박선운(PARK Sunun) 서울대학교 교육종합연구원 2011 교육연구와 실천 Vol.77 No.-

이 연구는 다문화가정 학생들의 학교급 별 교육지원 요구와 현황의 특성을 밝히고, 이에 따른 학교급 별 교육지원 방안을 제안함을 목적으로 한다. 이를 위해 다문화가정 학생에 대한 교육지원 프로그램을 분석하고, 학교급 별 교육지원 요구를 파악하였으며, 동시에 실제로 이루어지고 있는 교육지원의 현황을 조사하였다. 그런 다음 이를 바탕으로 학교급 별 지원방안이 제안되었다. 본 연구가 제안하고 있는 바는 다음과 같다. 유치원 급에서는 다문화가정 학생들이 공동체적 소통과 상호이해의 바탕을 마련할 수 있도록 언어교육과 문화교육이 중점적으로 이루어져야 하며, 초등학교 급에서는 그 목표는 유치원 급과 비슷하지만, 교육내용에서 언어교육 및 문화교육이 이루어짐과 동시에, 학교 제도에서 소통과 상호이해를 더욱 진전시키기 위해 다문화가정 학생들에 대한 학교적응교육이 실시되어야 한다. 중학교 급에서는 다문화가정 학생들의 자아정체성 강화 교육과 일반적 수준의 진로직업교육에 강조점을 둘 필요가 있다. 고등학교 급에서는 다문화가정 학생들의 학업성취와 관련된 교육지원이 이루어져야하며, 구체적 수준의 진로직업교육과 관련하여 본격적인 지원이 제공될 필요가 있다. 이러한 학교급 별 차별화된 교육지원 방안을 마련함으로서 한국사회의 다문화교육은 다문화 학생과 학교교육에 한 걸음 더 다가갈 수 있을 것이다. This study aims to discover the demand and present condition of educational support for the students of multicultural families. Based on the findings of them, it also aims to suggest the educational support plan according to the school levels. For this purpose, analysis of the present educational support program for the students of multicultural families has been conducted. On top of that, analysis of the education support demand according to the school levels, and investigation on the present condition of educational support has been conducted as well. Educational support plan according to the school levels for the students of multicultural families has been suggested based on these findings. Suggestions presented in this study are as follows. At the kindergarten level, language education and culture education are required to lay the groundwork for the mutual understanding and communication as a member of society. At the elementary school level, general objective of educational support plan is similar to that of kindergarten level. But for the educational contents, school adaptation education at the elementary school level is required for the development of mutual understanding and communication in the frame of school institution, as well as the language education and culture education. At the middle school level, general career-education and identity education need to be emphasized. At the high school level, educational support related to academic achievement, as well as more detailed career-education, is required. By suggesting these differentiated educational support plan according to school levels, multicultural education of Korean society will be able to approach the school education and the students of multicultural families one step closer.

교육복지와 학교의 역할: 교육복지투자우선지역 지원사업을 중심으로

김정원 한국교육사회학회 2007 교육사회학연구 Vol.17 No.4

This study tried to identify the concept of 'education welfare' and the view of the scope of school education which teachers have in the school context. For this purpose, I interviewed teachers, students, parents, and other school staffs and observed the programs of the two schools which are implementing the Education Welfare Priority Zone Plan. The word, 'education welfare' is used as a synonym with the Education Welfare Priority Zone Plan in these schools. The school members understand the meaning of 'education welfare' as the supports for disadvantaged groups who are short of parents' supports. They emphasize that education welfare is just not the supports for financial or academic deficiencies, but the establishment of close relationships between teachers and students. Teachers can find the real needs of students and try to search for ways of providing whole supports for the students within close relationships with them. Teachers say that is "the same role as mom." There are two groups of teachers in the schools with different views of the scope of school education. One group is the teachers who think education welfare should be the main part of school education even though most schools did not have to function in this capacity in former days. Other teachers insist that they should focus on teaching school subjects in classroom. Even though there are two different views about education welfare in each school, the Education Welfare Priority Zone Plan has been implemented on the view of the personnel who have had the main role in each school. In the future, instead of limiting their roles to just following the national curriculum, schools need to expand the scope of their education based on the better understanding of the lives of the students. 이 글에서는 교육복지투자우선지역 지원사업(교복투 사업)을 시행하고 있는 2개 학교를 대상으로 한 관찰과 면담 자료에 기초하여 학교 현장에서 이해하고 있는 교육복지 개념 및 그와 관련한 학교 역할 규정 방식을 드러내 보고자 하였다. 연구 결과, 교복투 사업을 통해 학교 구성원들은 교육복지라는 용어를 사용하기 시작하였으며, 교복투 사업과 교육복지를 동의어로 사용하고 있었다. 이들이 이해하고 있는 교육복지는 ‘“이제까지 학교가 관심을 기울이기 어려웠던” 가정이 제 기능을 하지 못하는 아이들과 긴밀한 관계를 형성하고 그에 의해 학생들의 삶을 이해하여 그들의 필요에 총체적으로 대응하는 것’이다. 이를 학교 관계자들은 “엄마의 역할”이라 표현한다. 교복투 사업 학교에서 이해하고 있는 교육복지는 결핍에 대한 지원보다는 관계 형성에 초점을 두는 개념이다. 이러한 교육복지가 학교의 주요 역할이 되어야 한다고 보는 교사들이 있는가 하면 교육복지는 학교 밖에서 수행되어야 할 사회복지 영역이며 학교 역할의 핵심은 교과 수업에 있음을 강조하는 교사들이 있다. 두 학교 모두에서 이러한 관점이 공존하고 있으나 교복투 사업을 수행하는 주체들이 지닌 학교 역할에 대한 관점이 두 학교 사업 운영 방식의 특징을 만들어내고 있다. 향후 학교는 정해진 국가교육과정 운영에 그 역할을 한정하기보다 학생의 삶에 대한 이해에 기반하여 교육내용을 만들어 가는 주체로서 그 역할 범위를 확대해 나가야 할 것이다.

체육교사의 학교체육 지역연계 경험에 관한 사례연구

고정길,송지환,송호현 한국체육교육학회 2020 한국체육교육학회지 Vol.25 No.3

Purpose: The purpose of this study was to describe concrete examples of the experiences of physical education teachers in school physical education-community connection and to explore their meanings in depth. Method: The study case was a story about the operation process of school physical education-community connection in G Metropolitan City from March to December 2018. Among the nomadic sampling methods, physical education teachers A middle school who successfully performed school physical education-community connection were determined as information providers according to the definitive case sampling. The data were collected mainly on cultural artifacts of information providers through unstructured formal interviews, one round of group interview and three times of individual interview. Data analysis was conducted in parallel with intra-case analysis centering on the factual records of school physical education-community connection cases and inter-case analysis to reveal key topics. Integrity was secured through multi-angle verification, verification of peer researchers, verification of information providers, and exceptional case reviews. Results: The school physical education of A middle school were connected with the community in the following aspects. First, through the connection with local schools, physical education classes for common sports and local school sports club competitions were held. Second, the free-semester block-time physical education programs and sports culture experiences were operated through linkage with local sports facilities. Third, special lectures and career education were provided to support physical education instructors through linkage with local human resources. Fourth, walking classes and tracking programs were operated in connection with the local environment. Conclusion: The educational implications of school physical education-community connections were as follows: First, physical education teachers in areas with similar conditions and environments gathered to form a learning community, and through this, they made efforts to explore and share knowledge. Second, by overcoming the difficulties of school physical education, various physical education classes and programs were allowed to be operated. Third, by looking around the school, the limited space of the school was expanded to provide an insight into the view. 이 연구는 체육교사의 학교체육 지역연계 경험의 구체적 사례를 기술하고 그 의미들을 심층적으로 탐색하는데 목적이 있다. 연구 사례는 G광역시의 학교체육지역협의체 시범학교에서 2018년 3월부터 12월까지 진행했던 학교체육 지역연계 운영과정에 관한 이야기이다. 유목적 표집법 중 결정적 사례 표집에 따라 학교체육 지역연계를 성공적으로 수행한 A중학교의 체육교사들을 정보제공자로 결정하였다. 자료는 집단 면담 1차례와 개인면담 3차례의 비구조화 된 공식면담을 통해 정보제공자들의 문화적 인공물들을 중심으로 수집하였다. 자료분석은 학교체육 지역연계 사례의 사실적 기록을 중심으로 한 사례 내 분석과 핵심 주제를 밝혀내는 사례 간분석을 병행하였다. 다각도 검증, 동료 연구자 확인, 정보제공자 확인, 예외적 사례검토를 통해 진실성을 확보하였다. A중학교의 학교체육은 다음과 같은 측면에서 지역연계가 이루어졌다. 첫째, 지역 학교와의 연계를 통해 공통 종목의 체육수업의 운영과 지역 단위 학교스포츠클럽 대회가 개최되었다. 둘째, 지역 체육시설과의 연계를 통해 자유학기제 블록타임 체육 프로그램, 스포츠문화체험이 운영되었다. 셋째, 지역 인적자원과의 연계를 통해 체육 강사 지원의 특강 및 진로 교육이 이루어졌다. 넷째, 지역 지역환경과의 연계를 통해 걷기 수업과 트래킹 프로그램이 운영되었다. 학교체육 지역연계가 갖는 교육적 의미는 다음과 같다. 첫째, 여건과 환경이 비슷한 지역의 체육교사가 모여 학습공동체를 형성하였고, 이를 통해 지식을 탐구하고 공유하고자 노력하게 하였다. 둘째, 학교체육이 갖는 어려움을 극복하여 벗어나 다양한 체육수업 및 프로그램을 운영할 수 있게하였다. 셋째, 학교 주변을 돌아봐 살펴봄으로써 학교라는 제한된 공간을 확대시켜 바라볼 수 있는 안목을 갖게 하였다.

Measures to Improve Effects of Policy to Promote School Physical Education by Program

( Ji Young Seo ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: The purpose of this study is to draw measures to improve and support substantial effects of school physical education policy by the program so as to meet the objective of ``Policy to promote school physical education``, which is under promotion by the government. Method: This study collected basic data showing actual practice of school physical education by the program using questionnaire survey, in-depth interview, case study among policy practicers and consumers, and reviewed the policy based on the evidences in several aspects. And the study analyzed the revealed data and suggested measures in details. Result: The findings of the study were classified into regular physical education and autonomous physical education as for measures to implement and support higher effects of school physical education policy by the program. The study suggested the details by the sub-policy as below. Firstly in policy to promote regular physical education, the teachers and students responded in common that there was positive effect of participation in physical activity: school sport club activity with creative experience would improve health and physical strength, give enjoyment in participation, improve friendship, prevent/reduce school violence. On the other hand, problems suggested were limit of provided physical activity, lack of sports space and facilities, no connection with physical education curriculum arising from lack of professionality of the teachers. So, the study suggested need to reorganize the lessons according to ``sports space and facilities to enhance educational effect of school sports club activity lessons as well as need to incorporate school sports club activity into learning content within the physical education curriculum. Secondly running the classroom of 10 units and six terms in high school was assessed to increase students`` regular physical activity and as a result to improve their health and help them release stress. On the other hand, problems revealed were student`s difficulty in getting used to high school curriculum centered on entrance examination, lack of space, content of lessons not differentiated among subjects. So, the study suggested methods for betterment; to increase social awareness on the effect of physical education activity, to reestablish the optional course suitably to high school students and to have 10 units as the minimum to complete. In terms of policy to promote extracurricular autonomous physical education, firstly the study found that offer of physical education programs in extra time allowed students to participate in various physical education programs, resulting in their positive perception of physical education activity and increase of physical activity volume, better relations between friends, and parents. However, some ritualistic operation and lack of substantial educational content were pointed out as problematic. To overcome this, the study suggested improvement measures such as diversification of physical activity programs, increase of teaching effect by appropriate compensation for the operating teachers, and differentiated role of administration and teaching according to the situation. Secondly, running school sports clubs and holding the contest contributed to the student`s enjoyment and improvement of physical strength along with other positive effects of leading the atmosphere of student`s physical education activity, and the students were able to build systematic sports experience and learn sports rituals and manners by taking part in the contests. On the other hand, contest-centered administration had some disadvantages; limit of participation of students who lacked sports capability, occurrence of leaving out students due to the fixed contest time, organization and assistance centered on popular sport events, excessively competitive operation of the contests, workload of the physical education teachers and school inspectors. And the study suggested diversification of school sports club events, developing the clubs even for alienated students to participate gladly, preparation of criteria to reflect student`s participation and activity results in the admission to higher education, alteration of scale of school sports club contests and operation methods, the need to form the main contest organizer, ways to assist manpower to reduce the workload of the relevant teachers. Conclusion: In order to improve the effect of policy to promote school physical education through programs, there needs to be efforts in terms of policy to incorporate this effect into within the regular curriculum. For this, the study proposed policy to strengthen the teaching capability of teachers in elementary schools, policy to include school sports club activity into the regular curriculum in middle schools, and policy to continually to run six term classroom and to activate school sports clubs in high schools.

유희적 미술체험을 통한 학교급 전환기 학교문화예술교육 활성화 방안연구 - 중학교에서 고등학교로의 전환기 사례를 중심으로-

장윤희 한국초등미술교육학회 2018 미술교육연구논총 Vol.53 No.-

This study aims to investigate the meaning and effect of playful art experience on psychological change and stress that school transition learners experience, and to induce the actual vitalization plan of Arts and Cultural Education at school transition from the point of future school education along with actual education environment. Over the school transition period, there are difficulties in doing educational management for the reason that the emotions such as concerns and anxieties due to the environmental change can be presented complexly with psychological stress derived from various tests, evaluation and competition. To cope with the problem, the Ministry of Education recently has designated school transition as self-development period that enables experiential activities such as career, humanities, culture and arts, physical education, etc., and also supports in a way of establishing collaboration system between central departments, distributing best operating cases, and developing career-related program and smart textbooks. In addition, as the social paradigm changes with the advent of the Fourth Industrial Revolution, educational demands related to the creativity, personality, empathy, communication, and understanding are increasing, and also the educational approaches in cultural arts area are being expanded in the dimension of future education along with the gradual implementation of education curriculum in 2015. Therefore, in order to establish the justification of art education, it is necessary to discuss the Arts and Cultural Education at school transition through playful art experience. In this study, the vitalization method for Arts and Cultural Education at school transition period has been made by various case studies of actual program which was designed, developed and progressed after examining the playfulness of artistic experience and contemplating the paradigm of future art education as well as the Arts and Cultural Education at school. This case study was done by participating ‘School Art Teacher Support Project’ as a representative organizer which is organized by the local cultural foundation. The project was conducted with 3rd grade of middle school students and whole operating process was monitored and data were collected. Based on those, the actual role of Arts and Cultural Education at school for school transition learners was discussed, and the activation methods were drawn in the aspect of program contents, operating system and teaching-learning methods. The purpose of this study is to suggest the significance of youth’s playful art experience in the extension of art education for life and to contribute to the qualitative improvement of Arts and Cultural Education at school linked to the real life. 본 연구는 학교급 전환기 학습자가 경험하는 심리적 변화와 스트레스에 유희적 미술체험이 어떠한 의미와 효과를 지니는지 탐색하고 실제 교육현장과 연계하여 미래의 학교교육의 관점에서 학교급 전환기 학교문화예술교육의 실천적인 활성화 방안을 도출하는데 의의가 있다. 학교급 전환기는 시험, 평가 및 경쟁에 지친 심리적 스트레스와더불어 새로운 환경변화에 따른 걱정과 불안 등의 감정이 복합적으로 표출될 수 있기때문에 학사운영에 어려움이 있다. 최근 교육부는 그 대안으로 학교급 전환기를 진로·인문학·문화예술·체육 등의 체험활동이 가능한 자기개발의 시기로 지정하여 중앙부처간의 협업시스템구축, 우수운영사례 배포, 진로관련 프로그램 및 스마트교과서개발 등으로 지원한다. 또한 4차 산업혁명의 도래로 사회적 패러다임이 변화하면서 창의성, 인성, 공감, 소통, 이해 등의 역량과 관련된 교육적 요구가 증가하고 있고, 2015 년 교육과정의 점차적 실행으로 미래교육의 차원에서 문화예술영역의 교육적 시도가더욱 확장되고 있기 때문에, 미술교육의 당위성을 확립하는 차원에서 유희적 미술체험을 통한 학교급 전환기 학교문화예술교육에 관하여 논의할 필요가 있다. 이에 본 연구에서는 학교급 전환기 학습자를 위한 미술체험의 유희성, 미래의 예술교육과 학교문화예술교육의 패러다임을 고찰하고 실제 프로그램을 기획·개발·진행하여 사례를 통한학교급 전환기 학교문화예술교육 활성화 방안을 도출하였다. 본 사례는 지역의 문화재단이 주관하는 ‘학교예술강사 지원사업’의 기획사업에 공모하여 대표기획자로 참여한것으로, 중학교 3학년의 학교급 전환기 학습자를 대상으로 하고 있으며 운영의 전 과정을 모니터링하고 자료를 수집하였다. 이를 바탕으로 학교급 전환기 학습자를 위한학교문화예술교육의 실제적인 역할을 논의하고 프로그램 내용적 측면, 운영시스템의측면, 교수·학습방법의 측면에서 활성화 방안을 모색하였다. 본 연구는 삶을 위한 미술교육의 연장선에서 청소년의 유희적 미술체험의 유의미성을 시사하며 실제 삶과 연계된 학교문화예술교육의 질적 향상을 도모하는데 기여하고자 한다.

토픽모델링을 활용한 진로전담교사의 학교 진로교육에 관한 요구분석

이승엽 한국농·산업교육학회 2025 농업교육과 인적자원개발 Vol.57 No.1

This study aimed to analyze the demands regarding of school career education, as expressed by career teachers, using topic modeling. To achieve this objective, response data from 1,836 career teachers who provided open-ended opinions on the activation and improvement of school career education in the 2020–2023 data of the national survey on career education in elementary and secondary schools were utilized. The main findings are as follows. First, with respect to school career education, the keywords that appeared most frequently based on Term Frequency(TF) were “experience”, “teacher”, “task”, “class”, and “activity”, whereas those with the highest frequency based on Term Frequency-Inverse Document Frequency(TF-IDF) were “training”, “counseling”, and “program”, “enter school”, “subject”. Second, the key topics related to school career education were derived into six categories: (1) social change in entrance exam-oriented education, (2) securing stable instructional time for career education by career teachers, (3) establishment of a dedicated department and appointment of the head of the department for professional performance of career teachers, (4) providing training to improve the awareness of career education and strengthen competence of school members, (5) strengthening support to provide various career experiences, and (6) reinforcing vertical and horizontal integration of career education. Third, as a result of analyzing the proportion of topics by school level related to school career education, elementary and middle schools had the highest proportion of strengthening support to provide various career experiences, and high schools had the highest proportion of social change in entrance exam-oriented education. Based on the research findings and discussions, the study concludes with recommendations for activating and improving school career education.

교육기본권으로서의 학교선택권

이신화(lee shin-hwa) 한국교육법학회 2012 韓國敎育法硏究 Vol.9 No.1

학생이 진학할 고등학교를 선택하여 지원할 기회를 주지 않는 부분은 학생의 적성과 능력에 맞는 학교를 선택할 자유를 정당한 사유도 없이 부정함으로써 본질적으로 침해하고 그에 따른 학부모의 자녀교육권도 침해하는 것이어서 헌법 제31조 제1항 및 제37조 제2항에 위반된다. 학교선택권은 기본적으로 교육수요자인 학생과 학부모가 교육 공급자인 학교를 선택한다는 새로운 시장지향성의 교육관이다. 즉, 시장원리의 수요적 측면에서 본다면 학부모에게 자녀들이 가고 싶어 하는 학교에 대한 선택권을 부여하는 것이고 시장원리의 공급적 측면에서 본다면 학생들에 대한 학교들 간에 경쟁을 초래하는 것을 의미한다. 학교선택권은 지금까지 이루어져 온 교육공급자 중심의 학교 운영을 교육수요자 중심으로 변화시켜 학교교육의 주도권을 분산시키게 하며 학교 간 경쟁을 유발시켜 종국에는 학교교육의 질을 향상시키기 위한 것이다. 고교 평준화제도가 가로막고 있는 교육의 다양화와 학습자의 학교선택권의 보장을 위해 ‘고교평준화’가 ‘상향평준화’가 되도록 학군을 광역화하고 동일 학군 내의 다른 학교로 전학할 수 있는 권한을 학생에게, 학부모에게는 자신의 아이를 전학시킬 수 있는 선택권을 부여하야 한다. 하향평준화는 헌법에 어긋나는 교육정책이기도 하다. 현행 평준화의 틀을 유지하면서 학군을 광역화하여 교육수요자인 학생과 학부모의 학교선택권을 넓히고 학교 및 교사 간 경쟁을 촉진해 교육의 질적 수준을 높여 학생의 학교 만족도 및 공교육의 경쟁력을 높일수 있을 것으로 보며, 점차적으로 평준화제도를 폐지하여 헌법이 보장한 교육기본권을 보장하여야 할 것이다. Currently in most part of areas in S. Korea, a student is not allowed to enter a high school in one’s own selection. It infringes the freedom of selecting school in accordance with his or her aptitude and capability without no reasonable causes, in succession, the education right of parents for their children, so that it breaches Article 31 ① and Article 37 ② of Korean Constitution. To protect the right of school selection has a base on market-preferred values for students and their parents to select schools as educational suppliers. That is, in the view of demand on market theory, it means allowing parents selection rights for schools which their children want to go, in the view of supply, it means a competition among schools for students. The right of selecting a school suggests a change from focusing on education supplier in running school to focusing on education demander and in the end, stir a competition atmosphere to advance the quality of school education. The standardization of high schools is now obstructing diversification of education. We need to prevent it’s harmful effects now. We have to secure the system under which the standardization of high schools could become ‘upward standardization’ by wider school districts and allowing students to transfer to another schools in a semester and yet allowing parents a right of transferring their children to another schools. If wo do not get this system, the standardization must be faltering and fall in downward standardization. This is a education policy to go across the Korean Constitution. Therefore, maintaing the frame of current standardization, we should widen school districts so that the school selection right of students and parents could extend, and promote competitions among schools and teachers so that the standard of education quality could be higher. After all, it surely will be connected to advancing the satisfaction toward schools and the competence of public education, a fulfillment of the constitutional basic right of education.

독일 바이에른 주(州)의 특수학교와 일반학교 간의 동반자학급(Partner Class) 운영 사례가 한국 통합교육에 주는 시사점

김기흥 한국발달장애학회 2016 발달장애연구 Vol.20 No.2

The purpose of this study is to examine the characteristics of inclusive education through investigating the operating practices of Partner Class between special schools and regular schools among the several types of inclusive education, performed in Bayern, Germany, to elicit the implications of an inclusive education of regular schools. As to Research methods, it conducted Internet-based information search by surfing the school web sites of target schools and relevant keywords, including literature study. It also collected all sorts of data and information through visiting education fields, located in Germany. The indications, derived from the study on the operating practices of the Partner Class between special schools and regular schools in Bavaria, Germany, are as follows: First, the continuous, concrete, and thorough philosophy of education should be established in School Education Acts to implement inclusive education and achieve the essential goals of education. Second, to reestablish the definition of inclusive education is required because the participation of both disabled students and non-disabled students and their cooperation should be more emphasized, going beyond highlighting the field of inclusive education in regular schools in terms of the definition of inclusive education. Third, it is important to fulfill the essential meaning of inclusive education through cooperative and participatory activities based on each other's specialty rather than the confrontational or adversarial relationship between special schools and regular schools in the era when inclusive education is emphasized. Fourth, the participation of both disabled students and non-disabled students in class and education through the proper com- munication and close cooperation in teaching activities is an essential factor to be considered by forming the team of general teachers and inclusive edu- cation teachers in inclusive education. Fifth, it is estimated that the forma- tion of the group together with a large number of disabled students in schools and classes, where inclusive education is performed, is effective in improving the recognition of special education and disabled men, along with the administrative and financial support, the development of inclusive edu- cation programs, the security of teachers, and collaborative teaching. 본 연구는 독일의 바이에른 주(州)의 여러 가지 통합교육 형태들 가운데서 특수학교와 일반학교 간의 동반자학급(Partner Class)의 운영 사례를 통하여 우리나라 통합교육에 주는 시사점을 알아보는데 목적이 있다. 연구방법으로는 문헌연구를 비롯하여 연구 관련 키워드와 연구대상 학교의 홈페이지 등을 통한 인터넷 검색 그리고 독일 교육현장 방문을 통한 각종 자료 및 정보 수집을 바탕으로 구성되었다. 독일 바이에른 주의 특수학교와 일반학교 간의 동반자학급 운영사례를 통하여 도출된 몇 가지 시사점은 다음과 같다. 첫째, 통합교육의 실행과 본질적인 목적을 달성하기 위해서는 무엇보다도 학교교육법에 연속적이고 구체적이며 철저한 교육철학이나 교육이념이 확실하게 정립되어야 한다는 점이다. 둘째, 통합교육의 정의와 관련하여 ‘일반학교에서’라는 통합교육의 장(場)보다는 장애아동과 비장애 아동이 ‘함께’ 참여하는가 여부가 더 강조되어야 함에 따라서 통합교육의 개념 정의가 재정립될 필요가 있다. 셋째, 통합교육이 강조되는 시대에 특수학교와 일반학교는 서로 대립적이거나 적대적인 관계보다는 각자의 전문성을 통하여 상호 협력함으로서 통합교육의 본질적 의미를 성취하는 것이 중요하다. 넷째, 통합교육은 기본적으로 일반교사와 통합교사 간 팀을 이루어 원활한 소통과 긴밀한 협력적 교수활동을 통하여 장애학생과 비장애학생이 함께 수업과 교육에 참여하는 것이 핵심적인 요소에 해당한다. 다섯째, 통합교육을 실시하는 학교나 학급에는 가능한 다수의 장애학생들이 함께 구성원을 이루는 것이 교육 공간 및 행·재정적 지원, 통합교육프로그램의 개발, 교사 확보, 협력교수와 더불어 장애인이나 특수교육에 대한 인식개선 등에 있어서 더 효과적일 것으로 본다.

지적장애 특수학교 통합교육활동에 참여한 일반고등학생 및 교사의 인식과 경험에 관한 질적연구

최민식 한국지적장애교육학회 2023 지적장애연구 Vol.25 No.3

본 연구는 지적장애 특수학교 통합교육활동에 참여한 일반고등학생 및 교사의 경험과 인식을 탐색하고 특수학교와 일반학교 간 통합교육 실천에 관한 시사점을 제시하기 위해 실시되었다. 이를 위해 일반고등학생 12명, 일반교사 1명, 특수교사 5명, 총 18명이 연구에 참여하였으며, 통합교육활동이 진행된 1년간의 연구과정에서 초점집단면담과 심층면담을 비롯하여 관찰, 일지, 문서자료 등의 핵심 자료원들을 수집하였다. 모든 면담자료는 전사 후 상호작용적비교분석 방법을 사용하여 수집된 질적 자료들과 함께 분석하였다. 분석결과 3개의 주제어, 7 개의 상위범주, 16개 하위범주가 도출되었다: 성장의 모멘텀(낯설지만 환대받았던 소중한 경험, 함께 살아가는 법을 배우는 기회, 지속되는 성장의 발판), 통합교육활동은 과정의 힘(과정중심교육과정의 실천적 사례, 역동적이고 차분한 활동중심 교육활동의 조화), 학교 간 통합교육활동의 활성화 방안(특수학교 통합교육활동의 변화를 위한 의지 및 사례 발굴과 연구적 기반, 통합교육 실천을 위한 학교와 구성원들의 역량강화). 연구결과를 바탕으로 특수학교와 일반학교 간 통합교육활동은 일반학교에 재학중인 학생들에게 자아존중감과 자존감을 높여주고, 사회적 편견을 벗고 다양성을 인정하고 수용할 수 있는 시야 확장의 기회가 되었다. 통합교육활동은 그 과정에서 구성원들의 관점과 참여를 포함하는 교육과정으로 이루어졌다. 특수학교와 일반학교 간 통학교육 활성화를 위해서는 학교 간 통합교육활동의 다양한 사례 발굴, 학교 간의 통합교육에 대한 인식의 확대와 협력, 운영 교사들의 역량강화, 지원 등이 있었다. 이러한 연구결과는 다양한 지역과 문화, 학생들의 특성을 고려한 특수학교와 일반학교 간 통합교육활동을 비롯하여 교육과 지원 방안, 통합교육 정책 등을 위한 기반 자료와 후속 연구로 활용될 것이다. This study was conducted to explore the experiences and perceptions of general high school students and teachers who participated in inclusive education activities of special schools for students with intellectual disabilities and to present practical implications for the development of inclusive education between special schools and general schools. To this end, a total of 18 students, including 12 general high school students, 1 general teacher, and 5 special education teachers, participated in the study. During the one-year research process in which inclusive educational activities were conducted, focus group interviews and in-depth interviews, observations, diaries, and documentary data were collected. All interview data were analyzed along with qualitative data collected using an interactive comparative analysis method after transcription. As a result of the analysis, three main themes, seven categories, and 16 sub-categories were derived: growth momentum (unfamiliar but hospitable experiences, opportunities to learn how to live together, a foothold for sustained growth), and inclusive educational activities are the power of the process (practical examples of course-based curriculum, harmony of dynamic and calm activity-based educational activities), ways to promote inclusive educational activities between schools (Research basis for the will to change inclusive educational activities in special schools, strengthening the capacity of schools and members to promote inclusive education). Based on the research results, inclusive educational activities between special schools and regular schools increased self-esteem and self-esteem for students attending regular schools, and became an opportunity to expand their horizons to remove social prejudice and recognize and accept diversity. Inclusive educational activities consisted of a curriculum that included the perspectives and participation of members in the process. In order to revitalize day school education between special schools and regular schools, various cases of inclusive educational activities between schools were discovered, awareness of and cooperation on inclusive education between schools was expanded, and the capacity of operating teachers was strengthened and supported. The results will be used as basic data and follow-up research for education, supports, and inclusive education policies, as well as inclusive educational activities between special schools and general schools considering various regions, cultures, and student characteristics.