행위자기반모형(ABM)을 활용한 특수교육대상자 통합교육 실행 현상 탐색: 교육정책을 중심으로 = Analyzing the Implementation of Inclusive Education for Students with Special Needs Through Agent-Based Model (ABM): Focusing on Educational Policy

다국어 초록 (Multilingual Abstract)

Purpose This study aimed to identify the macroscopic dynamics of inclusive education and to explore the changes and conditions under which students with disabilities and their families choose inclusive education using an Agent-Based Model(ABM).
Method This study set students with disabilities and their families as ‘agents,’ 17 cities and provinces as the ‘system space,’ and policies implemented for inclusive education and special education in general as the ‘external environment.’ These policies included ‘establishment of educational infrastructure,’ ‘human resources,’ ‘financial support,’ and ‘support for rights and cooperation.’ The changes over a 30-year period were simulated using NetLogo.
Results First, ‘human resources’ and ‘financial support’ consistently increased the rate of implementation as policy intensity increased, whereas ‘support for rights and cooperation ‘ did not cause a significant change. Second, the models combining ‘establishment of educational infrastructure×human resources×financial support’ and the model combining all four policy tools showed high performance. This study analyzed that ‘financial support’ would drive the inclusive education in the early stages of policy intensity, while ‘human resources’ would be the main driver in the middle to later stages. Third, Direct tools for inclusive education significantly drive the implementation rate, but the supplementary effect of indirect tools supporting overall special education was also found.
Conclusion The necessity arose for the meticulous design of human resources and financial support policies to ensure inclusive education. Furthermore, implications for policy decisionmaking and establishing the necessary environment were discussed.