경계선 지능인 대상 국내외 문화예술교육 사례 분석 연구

초록

This study highlights the necessity and understanding of cultural and arts education for individuals with borderline intellectual functioning(BIF). Analyzing cases such as Don Bosco in Germany, Aurora Group in UK, and Star College, Yeroom Art School, Design Nu-Good in South Korea, it derives possibilities and implications for cultural and arts education. The analysis of domestic and international cases revealed that cultural and arts education for BIF respects their diversity, emphasizes individuality, operates flexible and inclusive curriculum considering learners’ characteristics, and creates social engaging opportunities through career and vocational connections mediated by arts. The implications of cultural and arts education for BIF derived from such analysis are as follows: Firstly, it is important to provide practical support for preventing BIF from being marginalized, ensuring democratic education assuring everyone’s right to education. Secondly, learner-centered flexible curriculum including various forms of artistic activities, personalized to individual characteristics is needed to ensure their abilities. Lastly, rather than placing them on the boundary by adhering to standard, it is necessary to place them the center empowering to become agents to their own lives.

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