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英才敎育硏究 = Journal of gifted/talented education, v.25 no.3, 2015년, pp.439 - 463
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This study compared 14 programs for the economically disadvantaged or minority students with potentials in 5 countries - US, UK, Germany, Australia, and Israel, attempting contents and characters of Korean Head Start to be developed, that is the program for economically disadvantaged gifted students...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 호주에서는 유아 교육을 받기 어려운 원주민을 위해 어떤 노력을 하고 있는가? | 호주는 원주민이 유아 교육을 받는 기회가 적어 어릴 적부터 문해력과 수 이해에서 백인학생과 격차가 발생하고 있다(Cooper, 2005). 인종 간 교육 격차의 고리를 단절하고자 Best Start 프로그램을 실시하고 있으며, 원주민 학생 중에서 영재 선발을 활성화하기 위해 이들의 문화와 언어의 특성을 고려한 교사용 관찰 체크리스트를 개발하여 사용하고 있다(박지은 외, 2012). 호주 원주민의 경우 언어 지능, 관찰을 통한 공간지능, 대인관계 지능, 자연탐구 지능과 영적 지능을 영재성으로 보고 있어, 논리나 수학 지능만을 강조하는 전통 영재 선발 검사에서는 이들의 발굴이 어렵다(Bevan-Brown, 2011). | |
| 영재교육에 어떤 문제점이 지적되고 있는가? | 영재교육진흥법이 공표되고 시행된 지 10년이 지난 지금, 영재교육은 학생, 기관, 교원 등의 수적 확대를 이루었으나, 수학 · 과학 영역에만 치우친 영역 제한성, 교육기관 연계성 부족, 지역 편차 및 계층 대비 영재교육대상자 비율의 불균형 등이 문제점으로 지적되고 있다. | |
| 사회 · 경제적 이유로 잠재력이 충분히 발현되지 못한 영재를 위해 영재교육 기관은 어떤 노력을 하였나? | 영재교육진흥법에서는 사회 · 경제적 이유로 잠재력이 충분히 발현되지 못한 영재를 영재교육기관장이 별도의 선발 절차를 마련할 수 있는 내용을 규정하고 있다. 제2차 영재교육진흥종합계획(2008~2012)에서는 저소득층 자녀 등 소외계층 학생의 영재교육 기회제공을 위한 법적 마련을 계획하였고(교육인적자원부, 2007), 제3차 영재교육진흥종합계획(2013~2017)에서는 소외계층 영재를 지리적 요인에 의한 도서 · 벽지 · 농어촌에 사는 영재, 경제적 요인에 의한 저소득층 영재, 사회 문화적 요인에 의한 다문화, 북한이탈 영재, 신체적 요인에 의한 장애 영재 등으로 유형화하여, 유형별 지원 선발 도구 개발 및 프로그램 지원을 계획하고있다(교육부, 2013). 하지만 소외계층 학생의 영재교육 선발 비율은 일반 학생에 비해 많이 낮아, 이들의 영재성이 저평가되어 고등 우수 교육에서 배제되는 상황이 지속되고 있다(이재분외, 2011). |
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