한국과 일본의 통합교육 관련법 비교 연구

Abstract

[Purpose] This study aimed to compare and analyze the laws related to inclusive education in South Korea and Japan according to Article 24 of the UN CRPD, in order to draw implications necessary for realizing inclusive education that meets the standards of the international community.
 [Methods] To achieve this, an analysis framework was developed based on the text of Article 24 of the Convention, and the inclusive education laws of both countries were compared.
 [Results] The main research findings are as follows. First, both countries have established legal foundations for the philosophy of inclusive education, but Japan has systematically laid the legal groundwork for the construction of an inclusive education system by revising its laws in accordance with the UN CRPD. Second, the responsibilities of the national and local governments for promoting inclusive education are specified in the laws of both countries, but whereas Korea focuses on special education policies, Japan manages policies comprehensively among various ministries. Third, in terms of support at the level of institutions operating inclusive education, Korea specifies the relevant content in law more concretely than Japan, but it was found that there is a lack of manuals or guidelines that can be utilized in the field.
 [Conclusion] Based on these findings, proposals were made for the legal and environmental improvements necessary to enhance the quality of inclusive education in Korea, in line with the final recommendations issued by the UN CRPD.