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Review of Nepal’s Disability Policy and Legislation
김정근,김종인,Shovhakhar Aryal 대구대학교 특수교육재활과학연구소 2018 특수교육재활과학연구 Vol.57 No.4
Purpose of this paper is to analyze Nepal’s National Policy and legislations for persons with disabilities (2017) on the basis of core concepts of human rights approach and the pre-defined core concepts such as nondiscimination,individualized services, access, family support, accountability, cultural responsiveness, capacity building quality and efficiency. Using an Equi-framework tools, a framework analysis method has been utilized to assess disability related legislations and policies for inclusion and quality of service delivery systems for vulnerable groups (i.e. persons with disabilities). The Equi-Frame is a systematic policy analysis framework that assesses the degree to which 21 core concepts of human rights and 12 vulnerable groups are mentioned and endorsed in disability policy documents. Overall, Nepal government's inclusive education policy and disability acts and regulation for persons with disabilities positions of moderate level in its quality and efficiency to meet the unique and individualized needs of vulnerable groups, including persons with disabilities
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박찬웅 ( Chanwoong Park ),김건희 ( Keonhee Kim ),( Shovhakhar Aryal ) 한국특수교육문제연구소 2013 특수교육저널 : 이론과 실천 Vol.14 No.2
본 논문의 목적은 현재 네팔의 통합교육 정책과 실행과정을 살펴보는 것이다. 네팔의 연구서와 보고서들은 통합교육이 만족스럽게 이루어지지 않고 있음을 보여준다. 그 원인은 지원 서비스, 관련자료, 능력을 갖춘 특수교사 뿐만 아니라 학교 구조와 시스템도 부족하다는 데 있다. 그러므로 통합교육이 잘 실행되려면 관련된 개념과 정책이 분명하게 명시되어야 할 것이다. 본 연구 결과에 따르면, 네팔 정부는 모든 학생들을 위해서 교사 훈련 프로그램을 개선하고, 모든 교사들에게 통합교육 방법을 가르쳐야 하며, 교육에 대한 대비를 증진시켜야 한다. The purpose of this article is to study the status of Nepal’s existing inclusive education policy and implementation process. As Nepal’s research and current report show that inclusive educational practice is not being satisfactorily implemented. It is so because of the absence of support services, relevant materials, adequately qualified special education teachers, funding as well as structures and systems. Until both concepts and policies are expressed clearly and accurately, meaningful implementation of inclusive education will remain challenging. Based on the initial findings, it is suggested that the government of Nepal should revise teacher training programs, train all teachers in inclusive education methods, and improve the monitoring of education for all children.
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순회교육에 있어서의 스마트러닝 활용 실태 조사 및 요구 분석- 경상도 지역을 중심으로-
박찬웅 ( Chan Woong Park ),이영희 ( Young Hee Lee ),( Shovhakhar ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2012 지적장애연구 Vol.14 No.4
이 연구는 순회교육에 있어서의 스마트러닝 활용을 지원하기 위한 요구사항을 알아보기 위하여 실시되었으며, 구체적인 목적으로 첫째, 스마트러닝에 대한 순회교육 담당교사의 인식을 조사하고, 둘째, 순회교육에 있어서의 스마트러닝 활용 실태를 밝히며, 셋째, 스마트러닝 활용을 위한 요구사항을 밝히고자 하였다. 이를 위하여 67명의 순회교육 담당교사를 대상으로 설문조사를 실시하였으며, 분석 결과는 다음과 같다. 첫째, 순회교사의 대부분은 학생의 기본교과 학습과 여가시간 활용에 스마트러닝 방식이 도움이 될 것으로 인식하고 있었다. 둘째, 스마트러닝 활용 실태는 교사의 2/3 이상이 스마트기기를 활용하고 있으나 서비스체계의 미비로 인해 교과학습보다는 흥미유발용 및 특기적성교육을 위한 용도로 사용하고 있었다. 셋째, 스마트러닝 활용을 지원하기 위해서는 교육용 콘텐츠의 개발이 선행되어야 하며, 예산 확보와 전문인력 배치를 활성화 방안으로 꼽았다. 넷째, 시사점으로 교육용 콘텐츠 개발·서비스 전달체계의 구축·교사 연수·행정적 지원 및 예산 확보를 도출하였다. The purpose of this study was to investigate on the actual conditions of smart learning support for students in itinerant education, specifically, to grasp teachers` recognition on smart learning, to survey the needs on smart learning support in itinerant education and to analyze the results for supporting policies. To meet this purpose, 67 itinerant teachers in special school, classes and special education resource centers participated in the survey by e-mail. The findings of the study were as follows; first of all, most of the itinerant teachers understand about smart learning sufficiently, especially they thought that smart learning is helpful for itinerant educational student to study basic curriculum and to use leisure time. Secondly, 2/3 of respondents used smart learning devices, but using of them was rather for student`s interest and specialty aptitude education than basic curriculum. And respondents answered that educational contents of smart learning was not enough compared to student`s needs. Therefore they used rarely educational application, instruction-learning site, and SNS. Thirdly, the respondents required feedback and indirect experience function as educational contents function. they suggested to develop of educational contents, to construct of web infra, to pursue the study and training of teachers as a preceding condition. And they suggested to secure the budget and to place smart learning experts as a activating condition. Lastly, the results show that it`s necessary to develop of educational contents for smart learning, to construct of smart learning service support system, to support teacher`s workshop, and to ensure government`s support and budgets. Finally, smart learning experts should be placed in the special education resource centers, and smart learning support system should be provide for itinerant educational student`s information accessibility. To activate smart learning support, government`s support should be secured and the budgets should be increased.
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