일반학교에서의 특수교육 교원 평가 방향 탐색

This paper summarizes causes and relevant issues on such criticisms, and suggests possible solutions to teacher evaluation system for special education teachers in inclusive settings. For the past 10 years, the number of teachers for special education working in general schools has been on the constant rise under the expanded inclusive education which has handicapped children transfer to general class. With this tendency, the current teacher assessment system for educational resource development has faced criticisms since, relating to promotion and merit-based incentive payment, current system without proper modification is inappropriate for the special education teachers who work in general school. While analyzing the related issue points and the causes, therefore, this study attempts to suggest alternatives and solutions for them. For this purpose; first, current teacher resource development assessment system is to be reviewed and analyzed here; second, researches on special education teacher resource development assessment are to be reviewed and relating issues analyzed; third, alternative approaches on special education teacher resource development in general school are suggested. Current teacher resource policies, deviated from the original purpose of improving professionalism and supporting the work morale, have overlapped and been misguided in education field, and the efficiency of introducing new policy on national level has lessened or been compromised. Therefore, this study aims to suggest alternative policy direction on special education teachers assessment and educational support for special education teachers, which helps develop teachers' capability of teaching both handicapped and general children.