통합교육 실태 문헌 분석: 법적 정책요소를 중심으로

The purpose of this study was to investigate the inclusion status and future direction of inclusive education policy by analyzing relevant literature on inclusive education. Thirty three studies were selected according to the selection criteria. The results are as follows. First, the number of the studies regarding inclusive education status has been reduced steadily after first a few years around the law enactment. Second, most of the research was targeted at elementary school, lacking studies focusing on middle school or high school inclusion. Third, analysis based on the inclusion policy components, revealed too much focus on intellectual disability, lack of teacher preparation, perfunctory use of IEP, difference between general educators and special educators’ perception and educational goal, practical barriers and difficulties of instructional adaptation, lack of preparation for regular students, lack of collaboration and consultation between teachers, ambiguity of paraprofessionals’ role, lack of facilities and instructional materials. In accordance with the above findings and discussions regarding implications for the future inclusive education were provided.