특수교육의 범주적 對 비범주적 접근 間 비교분석

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 30권 / 4호
· 저자명 : 박현숙

목차

Ⅰ. 서론
Ⅱ. 비범주적 접근의 발달과정
Ⅲ. 범주적 對 비범주적 특수교육 : 개념 비교분석
Ⅳ. 범주적/비범주적 특수교육 지향의 논리적 실증적 근거
Ⅴ. 비범주적 특수교육의 잠정적 가치
Ⅵ. 결론
참고문헌
ABSTRACT

영어초록

Since the early 1970's, more and more attention has been given to a new approach called generic or noncategorical special education to teacher preparation programming in special education. A noncategorical special education program provides teacher trainees with knowledge and skills sufficient to offer educational services to particularly mildly handicapped children based on their behavioral and learning needs instead of a disability category.
The purpose of the present study is to examine potential benefits which could be expected from the noncategorical special education by comparing and analyzing the basic concepts and logical/empirical bases of the noncategorical approach with those of the categorical approach. The results of this study could contribute to enhancing comprehension of the noncategorical approach in special education.
The major bases for the interst in noncategorical special education stem from labeling and categorizing, the formerly accepted notion of heterogeneity across the mildly handicapped categories and also the notion of homogeneity within these same categories, a need for the development of generic competencies in teacher preparation, and public law 94-142.
Three main features underlie the concept of noncategorical special education: It avoids negative expectation and stereotyping due to labeling or misclassification; it rejects the notion of strong and specific categorical differences among mildly handicapped children; and it focuses instructional rather than administrative purposes regarding the needs of handicapped children. In terms of teacher preparation, the noncategorical approach also has three main features: It avoids extreme course overlap; it rejects the notion of category specific instructional techniques and materials; and it focuses responsibility for failure on the educator, not the child, due to poor teaching, inadequate instructional programs, and lack of motivation.
The information presented in this study has supported the idea that a special education model must be based on something other than the traditional categories, and that the noncategorical approach appears to be more logical than the categorical approach. It also supported the notion that the noncategorical approach seems to be less threatening to those being labeled and more conducive to the provision of the most appropriate education in the least restrictive environment. Although widespread implementation of the noncategorical special education concept needs further research, it is a way of thinking about exceptional children and a valuable orientation for the special educators.

참고자료

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