先進國의 特殊敎育制度 比較硏究 : 美國ㆍ英國ㆍ日本을 中心으로

鄭奉道 大邱大學校特殊敎育硏究所 1985 特殊敎育硏究 Vol.12 No.-

The contents of the study which have made the full discussion centering around America, England, and Japan will be classified largely into the development of educational system, the system of educational administration, the system of school, and the system of training for the teacher for the handicapped. (1) Educational system for the handicapped which was affected by the evolution of individual teaching activity for the deaf during the 17th century and a drive to generalization and liability for the education since religious reformation was taking shape as school education in early stage, It lays stress on the deaf and the blind education under the name of Asylum, Justitution, and Academy. Therefore, the blind school was set up by de I'EPee first in the world in France in 1760, and the school began education for the blind in England in 1783, in America in 1817, and in Japan in 1878 respectively, but the application of the education law for the handicapped was made far later. (2) As to the administrative orgnization of education for the handicapped, the administrative office for the handicapped tends to be divided in various ways, but depends on the standard of the handicapped. Generally the Education Ministry takes charge of the education for the handicapped in most countries, but sometimes the Public health Ministry and the Labor Ministry take charge of the part of it, but it depends on each country: for example, it is taken charge of by the Ministry of Health and Education and Social Welfare in America, both the Ministry of Education and Science and the Ministry of Public Health in England, and the Ministry of Education in Japan respectively. (3) As for the system of school for the handicapped, the school, in a large number of advanced countries, primarily educates them the course of compulsory education. The phased education organization for the handicapped is founded to run the special school and class for the handicapped in accordance with the system of grade in the general education. The education for the handicapped is made in the stage of preschool in most of advanced countries just as in America, England, and Japan that pursue education for the handicapped as a part of a compulsory education. Secondary education for the handicapped is quite limited in all countries and vocational education courses take great parts of it because the purpose of the education is their vocational self-support. The stage of higher education integrates general school. (4) As to training of the teacher for the handicapped, there are two kinds of training system. The qualification for the teacher is limited to those who go through with basic and general training courses for teachers in college and those who have experience in the school for the handicapped as well. America has both of them but, Japan, and Korea rest on the first. In the system of license, all the nations make a general principle of the system of accreditation by training course. The requirements of the teacher for the handicapped make a principle of the system of license, which depend on a unit system without a qualifying examination in America and Japan while it is approved differently through the strict national examination in England.

특수교육 교사양성 제도와 과정의 개선 연구

김정권,김병하 大邱大學校特殊敎育硏究所 1988 特殊敎育硏究 Vol.15 No.-

肢體不自由兒 職業 敎育課程 模型

朴華文 大邱大學校特殊敎育硏究所 1989 特殊敎育硏究 Vol.16 No.-

特殊敎育의 適正單位敎育費 推定 硏究

鄭奉道 大邱大學校特殊敎育硏究所 1986 特殊敎育硏究 Vol.13 No.-

The purposes of this study were, first, to analyze the present conditions of special education financing, second, to develop a model for estimation of the standard educational expenditures per student for special education, and third, to seek a stable revenue plan by which special education programs are supported properly. To achieve these purposes the study (1) reviewed and analyzed the pertinent literature and documents regarding special education finances, and (2) interviewed personnel who work closely in special education. Major results of this study are summarized as follows: 1) Compared with normal children, handicapped children require 2.3 time to 10 time the educational expenses per student depending on the degrees and kinds of handicaps because of additional services, small size of classes, double services of special education for handicapped children, broading systems, employments and recreational services. 2) The educational finance in Korea are 17.7% of GNP, 20.1% of the government budgets. The proportion of public education expenditure to GNP is 3.7%. This proportion is a little low compared with the international average rate 5.7%. Local government supports only 26.3% of educational finances and the national government, 73.7%. Most of the local educational expenditures are dependent on the national government. Public education expenditures per student are $1,263 in special schools, $356 in elementary schools, $3.26 in junior highschools, $431 in senior high schools. 3) There is no standard to estimate education expenditures on a per-student basis in special education in Korea. At present, the allocations of funds are made on the unit of school or class without considering the individual needs of education. Therefore a new model was developed in order to set up the standard for estimation of educational expenditures per student in special schools. A new special school which has 12 classes (elementary 6, junior high 3, senior high 3) was proposed based on the new model. It amounts to 1,367,000,000 won for a school of visually handicapped, 1,328,000,000 won for a school of hearing impaired, 1,294,000,000 won for a school of mentally retarded, and 1,322,000,000 won for a school of physically handicapped. The average of educational expenditures per student in special schools amounts to 2,389,842 won, which is almost twice that of educational expenditures provided, i.e. 1,124,702 won until now. On the other hand, as a result of calculating desirable educational expenditures in relation to the Special Educational Promotion Plan ('85-'91) which and been suggested by the Ministry of Education, Korea, a total budget of 127,100,000,000 won is needed during the seven-year plan, considering the annual increase of 18,100,000,000 won on the average. 4) The stable revenue plan of special education finance are presented: ① The government should improce and supplement current educational financial system and enact relating laws to secure special education finance. ② Local government should establish a system that a certain proportion of local tax revenues should be used for the local educational expenditure and a part of it for special education. ③ For revenue plan of special education finances should be distributed according to necessity and improvement of current method of distribution. ④ Donations from enterprises, religious organization, benefactors, parents of student can be provided to meet deficits of special education finance. The following recommendations were drawn from the basis of this study: 1) The responsibility of national and local government in the securing of the special education financial resources should be increased. 2) Measures should be taken for the equal distribution of education finance in accordance with the educational necessity. 3) Financial assistance for the private special school should be strengthened in terms of obligatory education. 4) Administration, finance, and orgainzation of special education should be strengthened. 5) Decisive steps should be taken in finance system improvement in relation to finance revenue plans suggested in this study, and changed in policy. 6) Futher studies on the analysis of investment, distribution, administration and security of education finance should be conducted continuously under the quidance of the government.

韓國 特殊敎育 法規및 行政制度 改善

鄭奉道 大邱大學校特殊敎育硏究所 1988 特殊敎育硏究 Vol.15 No.-

聾學校 敎育課程 國際比較

金炳廈 大邱大學校特殊敎育硏究所 1987 特殊敎育硏究 Vol.14 No.-

특수학교 교육과정 개정시안의 연구

김정권,김춘일,이유훈 大邱大學校特殊敎育硏究所 1989 特殊敎育硏究 Vol.16 No.-

聾學校 敎育課程 問題點 分析

李圭植 大邱大學校特殊敎育硏究所 1987 特殊敎育硏究 Vol.14 No.-

外國 特殊學校 敎育課程의 動向과 示唆

金春一 大邱大學校特殊敎育硏究所 1987 特殊敎育硏究 Vol.14 No.-

特殊學校 敎育課程 構成을 위한 學生의 慾求分析

呂光應 大邱大學校特殊敎育硏究所 1987 特殊敎育硏究 Vol.14 No.-