발달장애학생 학부모의 통합교육에서 분리교육으로의 추구 경험에 관한 사례 연구

Abstract

This study is about the experience of transitioning from integrated education to separate education in the life of students with disabilities through the mother of students with developmental disabilities. It was intended to examine how they experienced the beginning, interruption, and new beginnings of integrated education in separate education, and to find out what those experiences mean in their life stories. First, when students with developmental disabilities entered the school, they were denied admission because they could not provide a special class for one person even if they wanted to go to a nearby school. Second, teachers had a very important influence on the decision of the parents of students with developmental disabilities to transfer from integrated education to separate education. Third, the mother of a developmentally disabled student who could not speak felt anxious because she did not have the information she could receive from her children and chose to transfer for safety. Fourth, there is no curriculum for special education, and the special needs of students with disabilities have not been satisfied in the form of following general education. Fifth, special schools are comfortable because of the legitimacy of being a space for students with disabilities. Among the non-disabled students in the integrated class, students with disabilities seemed to be too prominent and damaging to others. As a result, the participants paid more attention and effort than they should as ordinary parents, and they lived under the name of the mother of a disabled student, not themselves. She chose to separate herself without expressing the feelings she experienced because she was not rejected and consoled, and was personally isolated. Sixth, people cannot empathize because developmental disabilities are not visible on the outside. Due to the knowledge-oriented school atmosphere, non-disabled students changed to a more negative attitude toward disabled students as they became seniors, unlike in the lower grades.