교육격차 해소를 위한 NCLB Act와 IDEA Act에 대한 고찰과 학교사회복지사의 역할 탐색

서지정보

· 발행기관 : 한국학교사회복지학회
· 수록지 정보 : 학교사회복지 / 17권
· 저자명 : 배진형

목차

I. 서 론
Ⅱ. NCLB Act와 IDEA Act에 대한 고찰
Ⅲ. NCLB Act와 IDEA Act에서 학교 사회복지사의 역할 탐색
Ⅲ. 결론 및 함의
참고문헌

초록

이 연구는 미국의 교육격차 해소를 위한 관련 법안인 No Child Left Behind Act와 Individuals with Disabilities Education Act에 대하여 고찰하고, 두 법안을 조화롭게 운용하는데 있어 학교사회복지사의 역할을 살펴보며 우리나라 학교 사회복지적 역할 탐색을 위한 제언을 하고자 함에 그 목적이 있다. 그리하여 NCLB와 IDEA의 배경과 목적, 주요 내용, 영향 및 결과, 문제점에 대하여 문헌에 근거하여 고찰하고, 두 법안을 동시 적용하는데 있어서의 논란 및 어려움들을 고찰, 학교사회복지사의 역할에 대하여 탐색해 보고, 이러한 미국의 경험을 바탕으로 우리나라 학교사회복지사들 역시 교육격차 대상학생들에 대한 옹호역할을 적절히 감당하기 위한 거시적 관점 증진과, 학생들의 바람직한 학교생활 적응향상과 복지 증진을 위한 학생 서비스 타전문직과의 협조체계 마련 및 공고화를 강조하였다. 더불어 학교생활에 있어서 모든 구성원들과 환경에서의 기초적 안전감 증진이라는 중요한 학력 영향 요인의 긍정적 강화기능을 학교사회복지가 감당하여야 함을 제안하였다.

영어초록

The purpose of this study is 1) to review two major American educational policies, No Child Left Behind Act & Individuals with Disabilities Education Act, in terms of each one's background/purpose, contents, influences/ effects, and on-going issues, 2) to investigate school social workers' roles in order to balance two policies and to find meaningful implications for Korean school social work. NCLB started from the purpose of closing the achievement gap among ethnic groups. And its principles include strengthening accountability, being flexible in using funds, evidence based teaching, and more chances to parents in changing schools for their children. However, lack of financial support, sides effects due to too much pressure on states, school districts, and schools toward higher achievement, difficulties in keeping all teachers as high qualified, and lack of recognition about psycho-emotional-social factors influencing on students' education are the issues. IDEA purposes that all disabled students could get free appropriate education based on their special needs and ultimately that they could lead an independent living. Though there were many positive effects including inclusive education in regular classes, still lack of funds, inequality in implementing disciplines, or controversy of inclusive education's dis/advantages for the population are the issues. When balancing with two different policies at the same time, different starting points in terms of implementation, limited funds, disabled students' limitations on selecting schools, and also strict disciplining based on zero tolerance policy in NCLB conflict with IDEA's need based context. Efforts for increasing school social workers' macro perspective including being more familiar with and being armed with knowledge of policy, delivery system or administration are needed. It is to effectively advocate target student populations. Necessity of multidisciplinary professions' wraparound/ cooperative approach, the recognition/ intervention for safe school were suggested as Korean school social workers' roles to be significantly considered.

Key words : No Child Left Behind Act, Individuals with Disabilities Education Act, school social work, school social worker, achievement gap

참고자료

· 없음