일반교육주도의 특수교육 찬반 쟁점과 시사점-학습장애를 중심으로- = Regular Education Initiative and the Implication in Korea -Focusing on Learning Disabilities-

다국어 초록 (Multilingual Abstract)

This paper focused on determined the reason that REI advocates REI criticized special education in the REI dispute and it examined how conservative special educators brought forth a counterargument. By that, the point that the Korean special education should make to reference was found out. The REI dispute was an unproductive dispute for the following reasons. First, both camps asked special education and general education for the cause of the problem, respectively, and were not able to find out a point of agreement for solving the problem. Second, it was a dispute produced in the special education community without participation from those in general education. In addition, it was found that key issues in REI debates were the classification of students with learning disabilities and support forms for them, which gives suggestions as to Korea's learning disability education as the following. First, active intervention needs to be planned and made from the school level for students with general learning difficulties, and through this process, an approach diagnosing learning disability students is required. Second, experts from diverse fields need to cooperate to provide appropriate guidance and methods to various types of learning disabilities. Third, diverse support systems and education services need to be provided in accordance with the level of learning disabilities.

국문 초록 (Abstract)

본 논문에서는 일반교육주도(Regular Education Initiative: REI) 논쟁에서 REI 주장자들이 특수교육을 비판한 이유를 검토하고, 이에 대한 보수적인 특수교육 전문가들의 반론을 살펴본 후, REI 논쟁이 다음과 같은 두 가지 이유로 비생산적인 논쟁이었음을 밝혔다. 첫째, 양 진영이 각각 특수교육과 일반교육에서 문제의 원인을 찾아, 문제해결의 합의점에 도달하지 못했다. 둘째, 일반교육 측의 참여 없이 특수교육계를 중심으로 이루어진 논쟁이었다. 또한 REI 논쟁에서 중점적으로 다루어진 문제가 학습장애 학생의 분류와 지원형태에 관한 것이라는 점을 밝혔고, 이를 토대로 한국 학습장애교육에 대한 시사점을 다음과 같이 제시하였다. 첫째, 일단 일반적인 학습부진 학생에 대해서는 학교단위의 적극적인 교육적 중재가 계획실천되어야 하며, 이러한 과정을 통해서 학습장애 학생들을 진단하는 접근방법이 필요하다. 둘째, 다양한 전문가들이 협력하여 학습장애의 여러 유형에 적합한 지도내용과 방법을 구축해야 한다. 셋째, 학습장애의 정도에 맞는 다양한 수준의 지원 체제와 교육 서비스가 제공되어야 한다.

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