학술논문
신경다양성운동과 신경다양인의 교육에 관한 고찰: 장애의 사회적 모델, 인간 기능성 관점, 체화주의를 중심으로
A Review on the Neurodiversity Movement and Education for the Neurodivergent: Focus on Social Model of Disability, Human Functioning Perspective, and Embodimentism
A Review on the Neurodiversity Movement and Education for the Neurodivergent: Focus on Social Model of Disability, Human Functioning Perspective, and Embodimentism
Document Type
Article
Author
Source
발달장애연구 (KADD) / The Journal of the Korean Association on Developmental Disabilities (KADD). Mar 31, 2024 28(1):147
Subject
Language
Korean
English
English
ISSN
2288-4289
Abstract
본 연구는 신경다양성운동의 유래와 의의를 살펴보고 장애의 사회적 모델, 인간 기능성 관점, 체화주의 관점에서 신경다양성운동을 고찰하여 신경다양인의 교육 방향을 탐색하는 데 그 목적이 있다. 신경다양성운동은 고기능 자폐성 장애인 당사자에 의해 자발적으로 시작된 일종의 권리 운동이고, 사회가 자폐성 장애인의 특성을 결함이 아닌 신경학적 차이에서 유래하는 다양성으로 인정해줄 것을 요구하며 그러한 다양성에 따른 사회적 지원을 강조하고 있다. 신경다양인의 교육 방향은 다음과 같다. 첫째, 신경다양인의 완전한 통합과 참여를 위해 통합교육의 형태를 주류화교육에서 완전통합교육으로 전환할 필요가 있다. 물론, 이를 위해 일반교육의 변화가 전제되어야 한다. 둘째, 교육 현장에서 신경다양성에 관한 인식의 확산과 신경다양성을 고려한 교육체제가 필요하다. 셋째, 신경다양인이 교육 현장에서 기능 상태를 유지할 수 있도록 신경다양인의 지원 요구를 파악하고 지원하는 것이 필요하다. 넷째, 신경다양인을 위한 중등이후교육의 확대가 필요하다. 이를 위해 중등이후교육 형태의 다각화, 신경다양성 인식 개선, 개인별 교육지원계획의 내실화가 필요하다.
This study aims to explore the direction of education for the neurodivergent by investigating the origins and implications of the neurodiversity movement and reviewing it through the lenses of the social model of disability, the human functioning perspective, and embodimentism. Neurodiversity movement is a kind of rights movement initiated voluntarily by individuals with high-functioning autism, demanding society to recognize the diversity arising from neurological differences in individuals with autism, rather than viewing their characteristics as deficits. The movement emphasizes the need for social support based on such diversity. The direction of education for the neurodivergent is as follows. First, it is necessary to shift the mainstreaming education to full inclusion education for full inclusion and participation of the neurodivergent. Of course, support for changes of mainstream education must be prerequisites for this. Second, it is essential to promote awareness about neurodiversity in educational settings and establish an education system that considers neurodiversity. Third, it is necessary to identify and support the needs of the neurodivergent, enabling them to maintain their functional states in educational settings. Fourth, it is necessary to expand post-secondary education for the neurodivergent. To achieve this, it is necessary to diversify post-secondary education, improve awareness about neurodiversity, and effectively implement person-centered education support plans.
This study aims to explore the direction of education for the neurodivergent by investigating the origins and implications of the neurodiversity movement and reviewing it through the lenses of the social model of disability, the human functioning perspective, and embodimentism. Neurodiversity movement is a kind of rights movement initiated voluntarily by individuals with high-functioning autism, demanding society to recognize the diversity arising from neurological differences in individuals with autism, rather than viewing their characteristics as deficits. The movement emphasizes the need for social support based on such diversity. The direction of education for the neurodivergent is as follows. First, it is necessary to shift the mainstreaming education to full inclusion education for full inclusion and participation of the neurodivergent. Of course, support for changes of mainstream education must be prerequisites for this. Second, it is essential to promote awareness about neurodiversity in educational settings and establish an education system that considers neurodiversity. Third, it is necessary to identify and support the needs of the neurodivergent, enabling them to maintain their functional states in educational settings. Fourth, it is necessary to expand post-secondary education for the neurodivergent. To achieve this, it is necessary to diversify post-secondary education, improve awareness about neurodiversity, and effectively implement person-centered education support plans.