본 연구는 M어린이집에서 12년간 실시한 지역사회중심 통합교육 프로그램의 사례를 중심으로 지역사회중심 통합교육의 실천 과정을 종단적으로 분석하고 여기에서 얻어진 지역사회중심 통합교육의 특수교육적 함의를 밝히고자 하였다. 연구 방법은 장애부모 2명, 교사 2명, 비장애아동 2명, 지역주민 2명에게 비구조적 심층 면담을 실시하고 문서수집을 통한 자료 분석을 하였다. 질문 내용은 지역사회중심 통합교육에 관한 실시배경과 내용, 경험담, 생각의 변화, 행사 이후 지역사회와의 관계 등 지역사회중심 통합교육 전반에 걸쳐 광범위하게 조사하였다. 연구의 결과는 첫째, M어린이집에서 실시한 지역사회중심 통합교육 프로그램의 구안과 운영방법이 전기에는 기능주의 입장이 강조되어 출발하여 후기에는 인간중심주의 입장이 강조되는 교육으로 이행되었다. 둘째, 지역사회중심 통합교육에서 비장애아동과 지역주민의 참여는 전기에는 지인을 중심으로 이루어졌으나 후기에는 포항 전 지역으로 참여대상을 확대시켜 나갔다. 셋째, 지역사회중심 통합교육에서 참여자의 역할을 살펴보면, 전기에 교사는 장애아동의 기능습득을 위한 훈련자, 비장애아동과 지역주민은 보조교사 내지는 보조진행자로서의 역할이 강조되었으며 후기에는 교사는 안내자, 비장애아동은 친구, 지역주민은 동반자로서 역할이 강조되었다. 본 연구 결과에서 도촐된 특수교육적 함의는 첫째, 지역사회중심 통합교육은 장애아동을 사회화시키는데 효과가 있다. 둘째, 비장애인의 참여를 통해 통합교육의 실천 지평이 확대된 것을 의미한다. 셋째, 교육 내용이 외부로 개방되고 함께한 경험의 축적으로 상호 관계의 질적인 변화를 가져오게 된 것으로 해석된다. 이에 따라 특수교육 지원은 지역사회 교육, 지역사회 협력 등에 대하여 보다 더 적극적인 역할을 해야 하고 장애아동 교육의 장을 지역사회 전체로 확장해 나가야 할 필요가 있다.

This research, carried out by M nursery for 12 years, is concerned with the application and analysis of Community-Based inclusive education as well as the examination of its implications. 2 disabled parents, 2 school teachers, 2 non disabled children and 2 local residents participated in deeply unstructured interviews with the analysis of documents also aiding the research. The questions included the application of background and context, experience, change of thought, the relationship with the local society after the event, thus encompassing a broad range of possibilities. The results of the research included the following, Firstly, the method of management by M nursery has changed from skill specific to human specific method. Secondly, although normally participated by solely non-disabled and local residents of acquaintances, now all people from Pohang will participate. Thirdly, usually the participants’ role such as that of school teacher, included improving the skill of disabled children, yet now non-disabled and local residents’ duty as teaching assistants has been emphasized, and later on, the role of guidance for teachers, role of friends for the non-disabled, the role of companion for the local residents were emphasized. The special educational undertone of the results deduced from this research shows that; first, the Inclusive Education centered on local region has effects in socializing the disabled children. Second, through participation of the non-disabled, the prospect for Inclusive Education plan has been widened. Third, it can be interpreted that accumulated experience of educational contents exposed to the outside brought on the qualitative changes between this mutual relations. For this to be executed, special education support should do more for regional education and corporation. Secondly, the education of disabled should become an area of greater interest of the locals.

This research, carried out by M nursery for 12 years, is concerned with the application and analysis of Community-Based inclusive education as well as the examination of its implications. 2 disabled parents, 2 school teachers, 2 non disabled children and 2 local residents participated in deeply unstructured interviews with the analysis of documents also aiding the research. The questions included the application of background and context, experience, change of thought, the relationship with the local society after the event, thus encompassing a broad range of possibilities. The results of the research included the following, Firstly, the method of management by M nursery has changed from skill specific to human specific method. Secondly, although normally participated by solely non-disabled and local residents of acquaintances, now all people from Pohang will participate. Thirdly, usually the participants’ role such as that of school teacher, included improving the skill of disabled children, yet now non-disabled and local residents’ duty as teaching assistants has been emphasized, and later on, the role of guidance for teachers, role of friends for the non-disabled, the role of companion for the local residents were emphasized. The special educational undertone of the results deduced from this research shows that; first, the Inclusive Education centered on local region has effects in socializing the disabled children. Second, through participation of the non-disabled, the prospect for Inclusive Education plan has been widened. Third, it can be interpreted that accumulated experience of educational contents exposed to the outside brought on the qualitative changes between this mutual relations. For this to be executed, special education support should do more for regional education and corporation. Secondly, the education of disabled should become an area of greater interest of the locals.

Community-Based, Inclusive education, special education