본 과제는 노동부 국제협상팀에서 제112차 경제협력개발기구(OECD) 고용노동사회위원회(ILSAC) 정례회의 참석을 요청해 옴에 따라 회의의 주요 의제 자료인 ‘Sickness, Disability and Work : Breaking the Barriers, Vol. 2 호주, 룩셈부르크, 스페인, 영국’의 국가사례들을 요약 정리한 것이다. OECD의 분석에 따르면 최근 노동시장의 재구조화가 이루어지면서 핵심 일자리가 축소되고 노동 불안정성이 증가되는 부정적인 변화가 일어나고 있다고 한다. 이러한 변화는 ‘틈새직종(niche jobs)’의 상실과 엄격해진 근로조건, 근로 압력으로 인한 건강손상과 스트레스 증가, 병으로 인한 결근 휴직(sickness absence)의 증가 등의 2가지 경로를 통해 장애인구에 영향을 미친다고 한다.. 이러한 문제는 노동시장의 문제를 의료적인 관점으로 환원하는 ‘medicalization of labor market problems’라는 새로운 현상을 야기시키고 있다. 즉 평균적인 건강 상태는 더욱 향상되고 있다고 보고되나 왜 더 많은 생산가능 인구들이 노동시장을 떠나 건강과 관련한 소득 보장에 의존하는가하는 문제에 직면시키고 있다 하는데, 이에 대해 호주, 룩셈부르크, 스페인, 영국의 장애보상체계와 고용정책을 면밀히 분석하여 비교 분석함으로써 시사점을 제시하고 있다. 결국 병으로 인한 결근, 휴직(sickness absence)의 증가나 장애보상수급은 장애인들의 객관적 혹은 주관적 건강지표와 무관하며, 오히려 국가의 장애정책과 경제적 사회현상에 좌우되는 사안이라고 주장하고 있다. 이와 관련하여 한국의 장애보상체계에 대한 검토와 향후 장애연금 도입 전망에 대한 의견을 제시하였다.

[OECD 2007 장애정책 리뷰] Sickness, Disability and Work : Breaking the Barriers

This is the author's accepted manuscript. The original publication is available at http://dx.doi.org/10.3102/0091732X030001065.

/pdf/learning-in-inclusive-education-research-re-mediating-theory-we3nhlt1gp.pdf

Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda

La misère du monde

Emerging health challenges for children with physical disabilities and their parents during the COVID-19 pandemic: The ECHO French survey.

General education teachers in the Republic of Korea were investigated regarding their participation in programs to include students with disabilities in general education settings. Previous studies have shown that even general education teachers with positive attitudes towards inclusion are reluctant in practice to have students with disabilities in their classrooms. This study examines 33 Korean general education teachers from three primary schools in Seoul regarding their attitudes towards, and willingness to accommodate, the needs of a student with a disability. The results show that 41.37% of general education teachers had positive attitudes towards inclusion programs, while 55.16% were unwilling to actually participate. Quantitative data obtained through a questionnaire was supplemented by qualitative data obtained through interviews. The interviews focused on the positive and negative effects of inclusion, as well as problems in implementing inclusive education programs. The findings will be discussed in the light of previous international research and will highlight links between the age and teaching experience of general education teachers and their negative attitudes towards inclusion.

/pdf/attitudes-towards-inclusion-gaps-between-belief-and-practice-41ffln7dk9.pdf

Attitudes towards inclusion : gaps between belief and practice

Scolarisation et besoin éducatif particulier : enjeux conceptuels et méthodologiques d’une approche polycentrée

Le succes que connait a l'heure actuelle la notion de participation sociale n'est pas imputable aux seules mutations economiques et sociales ou a la crise de legitimite du secteur social et medico-social. Il illustre aussi, et peut-etre surtout, l'avenement d'une societe qui substitue un modele participatif, ambitionnant l'implication des personnes atteintes d'une deficience dans l'edification du corps social, au modele integratif visant, quant a lui, leur incorporation dans la collectivite. Reflet d'un liberalisme politique qui veut prendre ses distances avec les modes de regulation issus de la societe salariale, le modele participatif tend a subordonner l'appartenance sociale a la capacite d'implication des interesses. Il demande en quelque sorte aux personnes dites handicapees de construire par elles-memes leur devenir et est, a ce titre, porteur d'un projet normatif sans precedent. Aussi, le modele participatif suppose-t-il de nouvelles logiques d'intervention sociale. Celles-ci consistent moins a adapter ou a readapter l'individu a la societe en le reclassant socialement et professionnellement, qu'a mobiliser l'ensemble des ressources susceptibles de favoriser son implication dans tous les domaines de la vie economique, politique et sociale. En ce sens, le modele participatif porte en lui des enjeux qui, s'ils sont meconnus, risquent de faire pour les personnes dites handicapees, de cette ambition genereuse qu'est l'idee de participation, un risque majeur.

/pdf/le-champ-du-handicap-ses-enjeux-et-ses-mutations-du-2cltlg15wq.pdf

Le champ du handicap, ses enjeux et ses mutations: Du désavantage à la participation sociale

Le but est ici d’apprehender les conditions de scolarisation des eleves ayant un Brevet d’etudes professionnelles a l’aune des referentiels normatifs lies a l’accessibilite. L’ancrage organisationnel et fonctionnel de la diversite scolaire produit l’univers symbolique necessaire a la creation des modalites de mise en œuvre des principes revendiques par les politiques inclusives. Il participe a la transformation de distinctions legales –etablies selon des criteres d’eligibilite et de besoins de compensation– en discriminations scolairement pertinentes. Cet ancrage conditionne les grilles de lecture du risque que presentent les eleves derogeant aux normes scolaires et sociales affichees dans les projets des etablissements. Il determine les hierarchisations conduisant a privilegier un type de dispositif pour tel eleve et les passerelles susceptibles de le conduire d’une modalite de personnalisation a une autre au fil de sa scolarite. L’article invite a interroger l’effet invalidant des pratiques par-dela une ineducabilite presupposee des interesses et a lire la notion de handicap comme une categorie d’action publique resultant des dynamiques de categorisation mobilisees par une institution pour legitimer la representation qu’elle se fait d’elle-meme. La notion de handicap s’en trouve generalisee a l’ensemble des populations scolairement importunes, c’est-a-dire derogeant culturellement aux normes dont se sont dotes les etablissements.

Importunité scolaire, orchestration de l’accessibilité et inégalités

Un imperatif d’accessibilite accompagne aujourd’hui les politiques inclusives a l’avenement d’un nouvel imaginaire social instituant d’autres manieres de faire ecole. Il correle ces nouvelles manieres de faire ecole aux conceptions de la solidarite promues par un mode d’analyse rapportant les inegalites sociales a l’inaccessibilite des pratiques educatives. Il les infere egalement a l’avenement d’une conception post-disciplinaire des systemes educatifs correlant l’imperatif d’accessibilite a la capacite affiliatrice des etablissements scolaires. Il les associe enfin aux formes de normativite promues par la reorganisation des politiques educatives autour des contingences organisationnelles et des formes d’entendement instaurees pour ancrer l’imperatif d’accessibilite dans les rouages organisationnels et fonctionnels des etablissements.

L’École inclusive, face à l’impératif d’accessibilité

/pdf/le-champ-du-handicap-ses-enjeux-et-ses-mutations-du-2z82hrxvxh.pdf

Le champ du handicap, ses enjeux et ses mutations : du désavantage à la participation sociale

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