earticle

영어

School Consulting has been used to improve a special school, develop a model of class management, and generalize it based on reality that a school faces. The inclusive school consulting mainly has focused on the instruction improvement for a special school teacher and as a result it revealed a limitation in the settlement of inclusive school culture. Therefore, the purpose of this study was to suggest support strategy for the inclusive class appropriate for our reality through inclusive school support system in England. First, Teacher Support Teams(TSTs) is considered as an intervention to try change in socio-cultural context of schooling through culture development of cooperative peer problem-solving. The TSTs aims school's empowerment to respond to various students. It is also an intervention to seek change for context to intensify cooperative thought. Therefore, this study suggests that the school which allows professional interaction and tries to develop a support system sharing knowledge with fellow teachers will obtain positive results. This not only provides teachers with a chance to become a reflective performer, an extended expert, or a teacher-researcher, but also makes schools to relocate time and resources resolving problems in the schools. Second, special education teachers and members in school support services thought that the special education consulting group played an important role in developing and implementing the support system for special students in the inclusive school. The special education consulting group provided them with professional and private information. Therefore, local education office needs to consider the general strategy in the planning of participation for school improvement. Educational psychologists among the members in school support services have skills to play an important role providing those supports in implementing intimate and frequent works with trained skills.

한국어

1971년 특수학급이 처음 설치된 이후 통합교육의은 괄목할 만한 성장을 하였고, 사회 전 반적으로 통합교육의 당위성에 대한 인식이 팽배해져 있다. 그러나 한가지 문제는 우리의 통합교육으로의 도입에는 우리 상황에서의 많은 논의보다는 선진국의 통합교육 운영 방법 을 문별없이 도입하였다는 것이다. 이를 해결하기위한 방안의 하나로 특수학교(학급) 현장 개선을 위해 학교컨설팅을 통해 학교가 처한 현실을 바탕으로 학급운영의 모형을 개발하고 이를 일반화 시키자는 취지로 컨설팅을 운영하고 있다. 통합학교(학급)의 컨설팅에서는 주로 특수교육 교사의 수업개선에 초점을 두고 있어 학 교의 통합적 문화를 정착시키는데 한계가 드러나고 있다. 따라서 본 연구에서는 영국의 2 가지 사례에서 통합 학교(급) 지원사례를 통해 우리실정에 적합한 통합학급 지원 방안에 대 한 고민꺼리를 제공하고자 한다.