특수교육대상자 순회교육 발전 방안에 대한 소고

Abstract

The study’s purpose is to revisit the concept of itinerant education at a time of rapid legal and administrative changes regarding itinerant education; furthermore, it will explore and analyze the current state of itinerant education within Korea and suggest developmental plans for it based on the results of this study. Data were collected through related research and laws, and from the 2021 special education statistics. The study results are as follows. First, itinerant education was interpreted from the perspective of educational placement and support for students with special needs based on the concept of the least restrictive environment. The continuous alternative placement model of Korea was suggested. Based on this model, Korean itinerant education was conceptualized; in addition, the concept was divided into ‘itinerant education for schools not assigned with special education teachers’ and ‘home-based itinerant education.’ Second, 5.88% of students with special needs were receiving itinerant education services according to the 2021 Special Education Statistics. The characteristics of these students were confirmed by dividing them into ‘educational placement’ and ‘itinerant education provider. In addition, the characteristics of 17 metropolitan and provincial education offices were suggested. Based on the results of this study, the development of the itinerant education in Korea was discussed in terms of 'revisiting both the concept and terminology of itinerant education,' 'preparation of the itinerant education system that reflects school-level specificity,’ 'operating a differentiated itinerant education system that reflects the specialties of metropolitan/provincial educational offices,' and 'establishing the role of special education support centers and their teachers.’ Finally, the limitations and suggestions of these discussions for future studies were discussed.