정서⋅행동장애 학생을 위한 통합교육 다단계 중재 시스템 연구: 독일 세 개 주의 사례를 중심으로

초록

This study was conducted to explore a multi-tiered intervention system necessary for effective inclusive education for students with emotional and behavioral disorders. A literature review confirmed that Germany employs a multi-tiered intervention system through multidisciplinary cooperation, addressing the diverse emotional and behavioral needs of students in inclusive education. The study analyzed the current systems in three German states-Berlin, Lower Saxony, and North Rhine-Westphalia-selected as appropriate research subjects among Germany’s 16 states, leading to the following findings: First, emotional and behavioral disorders are conceptualized under the term "emotional and social development," taking into account the special characteristics and demands arising from various needs. Second, the number of students with emotional and behavioral disorders has steadily increased each year, and their inclusion rate has also risen rapidly. Third, while aiming to integrate these students into general classes, various systems and measures are implemented for this purpose. For needs that cannot be met by resources from general schools or classes alone, a multidisciplinary cooperation system is established and operated both within and outside the school. In conclusion, Germany operates a multi-tiered intervention system for inclusive education that considers these students’ needs and the specific characteristics of the educational environment. This has significant implications for the development of an inclusive education intervention system for students with emotional and behavioral disorders in Korea.

키워드