일본의 교육 분야 ‘합리적 배려’ 정책이 한국의 ‘정당한 편의’ 정책에 주는 시사

홍정숙 ( Hong Jeongsuk ),김선옥 ( Kim Sunok ) 한국지적장애교육학회 2022 지적장애연구 Vol.24 No.1

The purpose of this study was to reveal the implications of the ‘reasonable accommodation’ policy in the education field in Japan for that policy in Korea. This study was conducted using the literature study method. Legal and policy documents related to the provision of reasonable accommodation in Korea and Japan were utilized as major sources of data for review. As a result of the study, several topics were presented and reviewed. First, the provisions of reasonable accommodation related to education in the Convention on the rights of persons with disabilities were presented. Second, in relation to Korea's 'reasonable accommodation' policy, the core contents of the Act on the prohibition of discrimination against persons with disabilities, remedy against infringement of their rights and Korea's reasonable accommodation guidelines of the national human rights commission for education were presented. Third, in relation to Japan's policy to provide 'reasonable accommodation', the main contents of 'reasonable accommodation' related to education in Japan’s laws and major policy documents were reviewed and presented. Based on the research results, the implications of the reasonable accommodation policy in the education field in Japan for the policy of providing reasonable accommodation in the education field in Korea are presented as follows: 1) Establishment of standards for providing reasonable accommodations in the field of education with expanded scope and content, 2) Preparation of standards for providing reasonable accommodations for students with cognitive difficulties, 3) Basic environmental improvement at the national and local levels and provision of reasonable accommodations at the unit school level, 4) Establishment of due process for requests for reasonable accommodations and improvement of awareness.

합리적 배려(Reasonable Accommodation)의 제공 실행 방안

추연구(Youn-Gu, Chu) 한국발달장애학회 2022 발달장애연구 Vol.26 No.1

이 연구에서는 각국의 장애정책 가운데 「장애인차별금지법」과 관련된 입법적 특징을 근거로 장애인의 합리적 배려에 대한 규정을 알아보고, 일본 문헌연구를 통해 학교차원에서의 합리적 배려에 대한 실천사항 그리고 유니버설 디자인(UD)과 합리적 배려는 어떤 관계를 가지면서 발전해 가는지를 살펴보고자 하였다. 연구결과 UN, 미국, 일본, 우리나라의 「장애인차별금지 및 권리구제 등에 관한 법률」입법을 통해 돌봄에서 고용, 복지에서 공민권 보장, 분리에서 통합으로 패러다임의 전환이 이루어지는 가운데 합리적 배려를 통해 차별을 극소화하고 있다. 둘째, 일본 교육현장에서는 「장애인차별해소법」을 의무로 규정하여 학교에서 이루어지는 다양한 수업내용이나 활동이 본인과 보호자와의 합의를 통해 과중한 부담이 되지 않도록 학교의 수업, 평가, 장애영역별로 합리적 배려를 실천하고 있다. 그러나 합의를 통한 합리적 배려가 이루어짐에도 불구하고 여러 가지 문제점도 함께 나타나고 있다. 셋째, UD와 합리적 배려의 관계는 UD만으로 충분하지 못할 때, 개별로 합리적 배려 사항을 추가하고 양방향으로 지원하여 통합교육의 여건조성과 실천에 크게 이바지 이바지하고 있다. 다만 우리나라의 경우 합리적 배려와 관련된 교육사례나 참고 문헌 등의 활발한 연구는 과제로 남아있다. The purpose of this study was to figure out the regulations on the reasonable accommodation for the disabled on the basis of legislative characteristics pertinent to the Act on the Prohibition of Discrimination Against People with Disabilities out of the disability policies in each country, and to examine about action agenda on reasonable accommodation at the school level and about which relationship the UD (universal design) and the reasonable accommodation have and proceed with developing. As a result of the research, first, UN, America, Japan and our country are minimizing discrimination through reasonable accommodation amid a paradigm shift from care to employment, from welfare to civil rights guarantee, and from separation to unity through legislating the ‘Act on the Prohibition of Discrimination against Disable Persons, Remedy against Infringement of their Rights, Etc..’ Second, the Japanese education site made it mandatory for the Act on the Resolution of Discrimination against People with Disabilities, thereby being practiced the reasonable accommodation of each in school class, evaluation and disability area so that various class contents or activities of being conducted at school cannot be a heavy burden, through an agreement between the person concerned and the guardian. However, many problems are also appearing despite being made the reasonable accommodation through consensus. Third, the relationship between UD and reasonable accommodation is contributing greatly to the condition creation and the practice of integrated education by adding reasonable accommodation individually and supporting in both directions when failing to be sufficient just with UD. Still, in the case of our country, an active research remains as a task such as education cases and references related to reasonable accommodation.

미국 ADA(the Americans with Disabilities Act) 상의 ‘합리적 편의제공’에 관한 법리 연구

조용만(Cho Yongman) 한국노동법학회 2009 노동법학 Vol.0 No.32

The Americans with Disabilities Act (ADA) requires employers to provide a reasonable accommodation to the known physical or mental limitations of an otherwise qualified individual with a disability. It prohibits employers from denying employment opportunities to applicants or employees on the basis of the need to provide such an accommodation, unless the employers can demonstrate that the accommodation would impose an undue hardship. An employer's obligation to provide a reasonable accommodation starts when the employer has notice that the employee might have a disability for which an accommodation is needed. It is generally the responsibility of the individual with a disability to inform the employer that an accommodation is needed. An individual with a disability can request a reasonable accommodation at any time during the application process or during the period of employment. There are a lot of possible reasonable accommodations that an employer may have to provide in connection with modifications to the work environment or adjustments in how and when a job is performed. These include making existing facilities accessible, job restructuring, part-time or modified work schedules, acquiring or modifying equipment, changing tests, training materials, or policies, providing qualified readers or interpreters, and reassignment to a vacant position. An employer does not have to provide a reasonable accommodation that would cause an "undue hardship" to the employer. Undue hardship must be based on an individualized assessment of current circumstances that show that a specific reasonable accommodation would cause significant difficulty or expense. If an employer determines that one particular reasonable accommodation will cause undue hardship, but a second type of reasonable accommodation will be effective and will not cause an undue hardship, then the employer must provide the second accommodation.

통합교육환경에서의 정당한 편의 제공에 대한 장애학생의 경험과 지원요구

옥민욱,표윤희,홍정숙 한국특수아동학회 2022 특수아동교육연구 Vol.24 No.4

Purpose: The purpose of this study was to investigate the experiences and support needs of students with disabilities regarding the provision of reasonable accommodations in an inclusive educational environments. Method: Interviews with 18 college students with hearing, visual, physical, or developmental disabilities were conducted. The collected data were analyzed using the continuous comparative analysis method, and a total of 2 categories, 6 topics, and 20 subtopics were derived. Results: As a result, first, it was found that the provision of reasonable accommodations in inclusive educational settings was not sufficient, and accommodations were found to be provided differently by regions and schools due to the absence of standards or guidelines. A lack of understanding and interest in providing reasonable accommodations by teachers and peers without disabilities, a lack of information and understanding of rights related to the provision of reasonable accommodations for students with disabilities were obstacles to providing reasonable accommodations. Second, for successful provision of reasonable accommodations, it was required to provide reasonable accommodations necessary by types of disability, to improve teachers’ and peers’ disability awareness and understanding of the provision of reasonable accommodations for students with disabilities, to strengthen the understanding of information and rights related to the provision of reasonable accommodations for students with disabilities, and to establish a system for providing reasonable accommodations. Conclusion: The implications for the provision of reasonable accommodations for the successful inclusion of school-aged students with disabilities were discussed. 연구목적: 본 연구에서는 학령기와 청소년기에 통합교육을 경험한 장애학생의 정당한 편의 제공 관련 경험 및 지원요구를 알아보고자 하였다. 연구방법: 이를 위해 일반 초·중·고등학교를 다닌 청각, 시각, 지체 및 뇌병변, 발달장애 대학생 18명을 대상으로 면담을 실시하였다. 수집된 자료는 지속적 비교 분석법을 활용하여 분석하였으며 총 2개의 범주, 6개의 주제, 20개의 하위주제가 도출되었다. 연구결과: 연구 결과는 다음과 같다. 첫째, 통합교육환경에서 정당한 편의 제공은 충분하지 않으며 기준이나 지침의 부재로 지역과 학교마다 다르게 제공되고 있었다. 일반교사와 또래의 정당한 편의 제공에 대한 이해와 관심 부족, 장애학생의 정당한 편의 제공 관련 정보 및 권리 이해 부족은 정당한 편의 제공의 방해물이었다. 둘째, 통합교육환경에서의 성공적인 정당한 편의 제공을 위해서는 장애유형별 필요한 정당한 편의 제공, 일반교사와 또래의 장애인식 개선 및 정당한 편의 제공에 대한 이해 증진, 장애학생의 정당한 편의 제공 관련 정보 및 권리 이해 강화, 정당한 편의 제공을 위한 체계 구축 등이 요구되는 것으로 보고되었다. 결론: 이러한 결과를 바탕으로 학령기 장애학생의 성공적인 통합교육을 위한 정당한 편의 제공과 관련한 시사점을 논하였다.

일반학교에서의 정당한 편의 제공에 대한 발달장애 학생 부모의 경험과 지원요구

표윤희,옥민욱,홍정숙 이화여자대학교 특수교육연구소 2022 특수교육 Vol.21 No.4

연구목적: 본 연구는 일반학교에 배치되어 통합교육을받은 경험이 있는 발달장애 학생 부모를 대상으로 일반학교에서의 정당한 편의 제공 관련 경험과 지원요구를 살펴보고, 발달장애 학생을 위한 정당한 편의 제공 개선방안을 제언하는 것을 목적으로 한다. 연구방법: 본 연구는 질적연구 기법을 사용하였으며 연구참여자인 10명의 발달장애 학생 부모를 대상으로 개별 심층면담을 실시하였다. 각 면담은 약 1시간에서 1시간 30분 정도 소요되었으며 면담 후 전사된 자료는 지속적 비교 분석법에 따라 분석하였다. 연구결과: 발달장애 학생 부모 면담 자료를 분석한 결과, 3개의 범주, 7개의 주제와 26개의 하위주제가 도출되었다; 1) 발달장애 학생을 위한 ‘정당한 편의’ 제공의 의미와 긍정적 영향(‘정당한 편의’ 제공의 의미, ‘정당한 편의’ 제공의 긍정적 영향), 2) 발달장애 학생을 위한 ‘정당한 편의’ 제공의 한계(교육 측면에서의 ‘정당한 편의’ 제공의 한계, 인적 및 물적 측면에서의 ‘정당한 편의’ 제공의 한계), 3) 발달장애 학생을 위한 ‘정당한 편의’제공에 대한 지원요구(교육내용과 방법 측면에서의 ‘정당한 편의’ 제공에 대한 지원요구, 지원체계 측면에서의 ‘정당한 편의’ 제공에 대한 지원요구, 시설ㆍ설비 측면에서의 ‘정당한 편의’ 제공에 대한지원요구). 결론: 도출된 연구결과를 바탕으로 발달장애 학생의 성공적인 통합을 위한 정당한 편의제공 개선방안에 대해 논의하였다. Purpose: The purpose of this study was to investigate the experiences and support needs of parents of students with developmental disabilities regarding the provision of reasonable accommodations in general schools. Method: A qualitative research design was used and individual in-depth interviews were conducted with 10 parents of students with developmental disabilities. Each interview took about 1 hour or 1 and a half hours. The transcribed data after the interview were analyzed using the continuous comparative analysis method. Results: In general, 3 categories, 7 topics, and 26 subtopics were derived: 1) meaning and positive impact of providing ‘reasonable accommodations’ to students with developmental disabilities (meaning of providing ‘reasonable accommodations’ to students with developmental disabilities, positive impact of providing ‘reasonable accommodations’ to students with developmental disabilities); 2) the limitations of providing ‘reasonable accommodations’ to students with developmental disabilities (limitations on provision of ‘reasonable accommodations’ in terms of education, limitations on provision of ‘reasonable accommodations’ in terms of human and material); 3) support needed for providing ‘reasonable accommodations’ to students with developmental disabilities (support needed for the provision of ‘reasonable accommodations’ in terms of educational content and methods, support needed for the provision of ‘reasonable accommodations’ in terms of the support system, and support needed for provision of ‘reasonable accommodations’ in terms of facilities and equipment). Conclusion: Based on the results, we discussed support plans and implications regarding reasonable accommodation for the successful inclusion of students with developmental disabilities.

‘정당한 편의’ 개념에 관한 연구

최승철 ( Choi Seung-chol ) 한국장애인개발원 2010 장애인복지연구 Vol.1 No.3

This study is aimed to elaborate on the concept of reasonable accommodation in the Anti-Discrimination against and Remedies for Persons with Disabilities Act, in order to contribute to its exact and effective use by the courts or other competent authorities including the National Human Rights Commission. The results of this study are as follows. ‘Reasonableness’ in the concept of reasonable accommodation means the effectiveness of accommodation to “enable persons with disabilities(PWDs) to participate in the same activities on an equal basis with persons without disability”. 'Equal basis' with persons without disability means equality of opportunity in participating in the same activities between PWDs and persons without disability, not equality of the levels of the activities between them. 'The same activities' in which accommodation enables PWDs to participate on equal basis with persons without disability can imply the activities which are done in the same environment, not in separate environments, by PWDs and persons without disability. 'Activities' triggering the obligation to provide reasonable accommodation are ones directly related to the functions or purposes of such areas as employment and education, in which the Act imposes that obligation. Activities not related to those things do not trigger that obligation. Accommodation should be designed to take into consideration the nature of disability of a disabled person. ‘Taking into consideration the nature of disability’ in the area of employment involves the process of informal mutual consultation between an employer and a disabled person. This is the process of taking into consideration the disability of a disabled person and searching for accommodation proper to her or him. Employers should launch this process when disabled persons ask for accommodation or they recognize that disabled persons need accommodation. Providers of services, goods or facilities to the public should design accommodation in advance while taking into consideration the disabilities of average disabled persons and anticipating accommodation needed by them. Reasonable accommodation covers not only any and all human and physical arrangements including facilities, equipment, devices and services, but also non-physical arrangements such as policies, practices and procedures.

장애인차별금지와 정당한 편의제공의무

심재진 ( Jae Jin Shim ) 한국사회보장학회 2013 사회보장연구 Vol.29 No.1

Firstly this article analyses and assesses the first court case since the enforcement of the Prohibition of Disability Discrimination Act (PDA) in 2008. The court`s judgements shows that it misunderstood the relationship between direct discrimination on the grounds of disability and the duty of just accommodation. Unlike the court`s judgements, the undue hardship clause has not to be applied where it is decided whether direct discrimination on the grounds of disability is justified. This is because the courts` interpretation on the clause in which, as a matter of fact, the duty of just accommodation is imposed, is contrary to the effect that the Act intends to implement such duty gradually. Despite this misinterpretation, the court held that direct discrimination on the grounds of disability in this case was justified, although helping the blind person to use the health spa would not put undue hardship on its owner. This second misinterpretation took place because the court did not distinguish between undue hardship and hardship. Although this article is critical of the rationale for the court`s judgement, it maintains that direct discrimination on the grounds of disability in the case is justified because the Act allows the owner of the spa to refuse the blind person to enter on the grounds that even simple hardship on the owner can be a justifiable reason for the refusal as a result that the duty of just accommodation clause applies with significant exceptions in its scope. Having found that the duty of just accommodation is not available for the blind person under the PDA, this article proposes three problems of current provisions on the duty of just accommodation by means of comparison with disability discrimination law in the UK and the US. Firstly, the PDA allows the duty of just accommodation clause both not to apply to some areas and to gradually be enforced. As a result, the scope of exclusion of the duty of just accommodation clause is very broad. Moreover it allows only the duty of just accommodation clause not to be applied. Secondly, the PDA adopts exhaustive list of the duty of just accommodation. This means that there is no duty if it is not listed in the PDA or the Executive Order even though, like this court case, it can be done without undue hardship. Thirdly, the PDA lacks criteria for judging whether measures in question gives rise to undue hardship. This article suggests that the criteria should be strict given the fact that the Act requires ``just accommodation``, not ``reasonable accommodation``, for instance, in the UK law.

장애인의 접근성 보장을 위한 법적 과제 : 정당한 편의제공 의무 국내 사례 현황 분석을 중심으로

강지선,이경은,하민정,배유진 제주대학교 법과정책연구원 2024 법과 정책 Vol.30 No.3

장애인에 대한 정당한 편의제공은 장애인들이 생활 전 영역에서 타인과 동등하게 장소, 시설, 장치, 서비스 등에 자유롭게 접근할 수 있도록 하는 접근성(Accessibility) 보장을 위한 핵심 개념이다. 장애인이 교육, 고용, 참정, 사법, 문화 등 모든 영역에서 사회에 완벽하게 참여하여 인간다운 삶을 누릴 수 있도록 하려면, 공동체의 시설, 정보 등이 장애인이 접근 가능하도록 보편적으로 개선되어야 함은 물론, 장애인 한 사람 한 사람에게 맞추어 필요한 개별 조정이 충분하고 효과적으로 이루어져야 한다. 이 글에서는 이러한 장애인에 대한 접근성 조치 및 정당한 편의제공 의무 규범 구조에 주목하여 국내의 사례 현황을 분석하고 장애인의 접근성을 보장하기 위한 법적 과제에 관해 고찰하였다. 먼저 UN 장애인권리협약 및 장애인차별금지법, 장애인등편의법, 교통약자법 등 관련 법제에서 장애인에 대한 정당한 편의제공을 어떻게 규정하고 있는지에 관하여 개관한 뒤, 개별 사례에 적용할 경우 특히 문제될 수 있는 몇 가지 쟁점들에 대해 검토하였다. 다음으로 장애유형 및 접근영역별로 선별한 국내의 주요 개별 사례를 분석해 보았다. 요청되는 정당한 편의제공 의무의 내용이 무엇이며, 어떤 문제 제기가 이루어지는지, 영향을 주고 받는 주요 요인은 무엇인지를 살펴보고, 연관된 제도들과의 관계 속에서 어떤 장치 마련이 필요한지에 관하여 논의하였다. 현행 법제의 개선에 관한 시사점을 도출하고, 장애인 접근성 보장을 위한 법적 과제로서 (1) 정당한 편의 형식으로 규정된 접근성 최소기준의 구분, (2) 접근성 및 정당한 편의제공 의무 적용범위 및 판단기준의 단계적 개선, (3) 장애인 접근성 구현을 위한 장애인복지법제의 활용을 제시하고, 각 세부 쟁점별 개선방향에 관해 제안하였다. 본 연구는 장애인에 대한 정당한 편의제공 의무 관련 국내 사례 분석에 기초하여 장애유형 및 접근영역에 따른 주요 쟁점을 검토하고 법제 특성을 고려한 개선지점을 모색하였다는 데 의미가 있다. 접근성의 최소 기준을 높여 가는 동시에 정당한 편의제공 의무 내용을 강화하고 효과적인 의무이행을 지원하기 위해 관련 법제를 정비하는 등 장애인의 접근성 보장을 향한 지속적 노력이 이어져야 할 것이다. The provision of reasonable accommodation to the persons with disabilities is a key concept for ensuring accessibility that allows the persons with disabilities to freely access places, facilities, devices, and services on par with others in all areas of life. In order for the persons with disabilities to fully participate in society in all areas of education, employment, correction, justice, and culture and enjoy a human life, not only should the facilities and information of the community be universally improved so that the persons with disabilities can access it, but also the necessary individual adjustments should be made sufficiently and effectively tailored to each person. In this article, we considered the current status of domestic cases and tasks, focusing on the accessibility to the persons with disabilities and the normative structure of the obligation to provide reasonable accommodation. First, after an overview of how related laws, such as 「CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES」, 「ACT ON THE PROHIBITION OF DISCRIMINATION AGAINST PERSONS WITH DISABILITIES AND REMEDY AGAINST INFRINGEMENT OF THEIR RIGHTS」, 「ACT ON THE GUARANTEE OF CONVENIENCE PROMOTION OF PERSONS WITH DISABILITIES, SENIOR CITIZENS, PREGNANT WOMEN AND NURSING MOTHERS」, and 「ACT ON PROMOTION OF THE TRANSPORTATION CONVENIENCE OF MOBILITY DISADVANTAGED PERSONS」, several issues that may be particularly problematic when applied to individual cases were reviewed. Next, major individual cases in Korea selected by disability type and access area were analyzed. We examined the content of the obligation to provide reasonable accommodation, what issues are raised, and the main factors that affect them, and discussed what mechanisms are needed in related systems. We drew implications for the improvement of the current legislation, and as a legal task to ensure accessibility for the persons with disabilities, We proposed (1) the classification of the minimum accessibility standards prescribed in a form of reasonable accommodation, (2) the step-by-step improvement of the scope of accessibility and reasonable accommodation provision obligations, and (3) the use of 「ACT ON WELFARE OF PERSONS WITH DISABILITIES」 to implement accessibility for the persons with disabilities, and suggested directions for improvement for each detailed issue. Based on the analysis of domestic cases related to the obligation to provide reasonable accommodation to the persons with disabilities, this study is meaningful in that it reviewed major issues according to the type of disability and accessibility area, and sought improvement points considering the characteristics of the legislation. Continuous efforts should be made to ensure accessibility for the persons with disabilities, such as increasing the minimum standard of accessibility, strengthening the content of the obligation to provide reasonable accommodation, and reorganizing related laws to support effective fulfillment of obligations.

직업조정(job accommodation) 지원체계 강화와 국내적용 방안 연구

남세현 한국직업재활학회 2014 職業再活硏究 Vol.24 No.1

The purposes of this study were to suggest and analysis the job accommodation support system for improving effectiveness on vocational rehabilitation in Korea. In order to achieve the purpose, this study executed the analysis and study for the concept of ICF, Social model paradigm. Former paradigm(ICIDH and individual model) focused on training and education for individual with disability, but new paradigm emphasize the change of social environment and support reasonable accommodation. Using the 3 systems, 'macrosystemic, mesosystemic, microsystemic’ by Cook & Hussey(2008), in Korean exist only the legal system and lack of delivery systems and programs. Finally this study try to analysis the Job Accommodation Network(JAN) in U.S. by framework on business model, for gain insights for introduce the JAN model for Korean vocational rehabilitation. In conclusion the small community based support system for reasonable accommodation and national system for accommodation information resources, and job sharing including part-time job is suggested for improving the effectiveness on vocational rehabilitation in Korea. 본 연구는 장애인 직업재활의 효과성 증진을 위해 정당한 편의제공 등과 같은 지원 환경 구축 노력이 병행되어야 하는 이유를 사회적 모델 관점과 국제장애분류체계(이하 ‘ICF’)를 활용해 규명하고자 시도했다. 초기 직업재활 관점은 장애인 개인의 직업적 능력 부족을 가장 주요한 문제로 인식하고, 이를 해소하기 위한 대안으로 장애인 개인을 대상화하는 교육과 훈련 노력에 우선순위를 두어왔다. 반면 개인적 특성과 환경적 특성 사이에서 발생하는 격차를 장애 구조로 진단하는 사회적 모델과 ICF 기반의 관점에서는 장애인 개인에게 변화를 강요하기 보다는 개인과 사회 환경 사이의 간극을 메울 수 있는 정당한 편의제공과 같은 적극적 지원조치가 직업재활의 효과향상을 위해 필요하다는 분석을 제시한다. 이를 토대로 한국과 미국의 정당한 편의제공 관련 지원체계들을 Cook과 Hussey가 제시한 거시, 중간, 미시의 3단계 체계에 입각하여 분류한 결과, 아직까지 국내에서는 거시 체계의 관련 법률만 존재하고, 중간체계와 미시체계 수준의 실질적 전달기구나 현장 단위 지원 프로그램은 부족함을 확인하였다. 마지막으로 미국에서 운영되는 정당한 편의제공 관련 정보 및 컨설팅 제공 기관인 JAN 사업의 국내 도입 적정성을 살펴보기 위해 비즈니스 모델 프레임워크를 활용한 분석을 시도하였다. 이를 통해 JAN 모델의 국내 적용을 위한 시사점을 고찰하고, 소규모 지역 분산 서비스 네트워크의 구축과 시간제 일자리 도입과 같은 유연근로를 활용한 정당한 편의제공 확대 방안을 제언하였다.

일반학교 내 ‘정당한 편의’ 제공과 통합교육환경 개선방안에 대한 교사들의 인식

홍정숙,표윤희,옥민욱 한국통합교육학회 2022 통합교육연구 Vol.17 No.2

The purpose of this study was to investigate the status of provision of reasonable accommodations for students with disabilities in general schools and to seek support plans to improve the inclusive education environment. In-depth individual interviews were conducted with 18 special education teachers and general education teachers who had a lot of experience and interest in inclusive education, and the interview data were analyzed by continuous comparative analysis. As a results of data analysis, 3 categories, 9 topics, and 23 sub-topics were derived. The three categories were classified into ‘images and types of reasonable accommodations’, ‘level and procedure for providing reasonable accommodations in inclusive education environment’, and ‘improvement plans related to provision of reasonable accommodations in inclusive education environment’. Based on the results, the following suggestions were proposed. First, it is necessary to spread awareness about the provision for reasonable accommodations. Second, specific human and material resource support is required, and the level of reasonable accommodations related to curriculum operation should be improved. Third, it is required to prepare the procedures for providing reasonable accommodations. Fourth, it is needed to spread the cooperative culture of the inclusive education environment and to improve the awareness of disability and inclusive education. Fifth, it is required to improve the system of the inclusive education environment and strengthen administrative and financial support. Last, the support system for teaching, learning and school life of students with disabilities should be strengthened. 본 연구는 일반학교 내 장애학생에 대한 정당한 편의 제공 현황을 알아보고, 정당한 편의 제공을 통한 통합교육환경 개선방안을 모색하는 것을 목적으로 하였다. 통합교육 경험 및 관심이 많은 특수교사와 일반교사 18명에게 개별심층면담을 실시하였고, 면담 전사 자료를 지속적 비교 분석법으로 분석하였다. 자료 분석 결과, 3개의 범주, 8개의 주제와 23개의 하위 주제를 도출하였다. 연구 결과의 3개 범주는 ‘정당한 편의 제공의 이미지와 유형’, ‘통합교육환경의 정당한 편의 제공 수준과 절차’, ‘통합교육환경의 정당한 편의 제공 관련 개선방안’으로 분류되었다. 연구 결과를 토대로 다음과 같이 제언하였다. 첫째, 정당한 편의 제공에 대한 인식 확산이 필요하다. 둘째, 세밀한 인적ᐧ물적 지원이 필요하고, 교육과정 운영과 관련한 정당한 편의 제공 수준이 개선되어야 한다. 셋째, 체계적인 정당한 편의 제공 절차가 마련되어야 한다. 넷째, 통합교육환경의 협력적 문화 확산, 장애 및 통합교육에 대한 인식 개선이 필요하다. 다섯째, 통합교육환경의 제도 개선 및 행ᐧ재정적 지원 강화가 요구된다. 마지막으로, 장애학생의 교수ᐧ학습 및 학교생활 관련 지원 체계가 강화되어야 한다.