교육정책 문서에 나타난 특수유아에 대한 담론: 텍스트 마이닝 분석을 중심으로 = Discourse on Young Children with Special Needs in Educational Policy Documents: Through Text Mining Analysis

다국어 초록 (Multilingual Abstract)

Educational policy documents are public data that reveal the discourses that society creates about education in the field of policy practice. This study analyzed educational policy documents to uncover how education system figurates children with special needs. For this purpose, 164 long-term plans and annual plan documents in the fields of general education, special education, and early childhood education published by the Ministry of Education and provincial education offices over the past three years were selected for analysis. The text mining analysis included frequency of occurrence, co-occurrence, TF-IDF, and topic modeling, and the discourse was derived by repeatedly reading the original texts. The results showed that, firstly, the words ‘support’, ‘children with special needs’, ‘preschool’, ‘operation’, and ‘special education’ were highly frequent. Second, co-occurring words were combinations of words related to early detection and diagnosis, admission system, information sharing, management and support of the education system, development, the basis of inclusive education, and educational placement. Third, in the educational policy documents, children with special needs are figurated as ‘children needing enhanced support for entrance,’ ‘children struggling to access equal educational opportunities,’ ‘children receiving free education,’ ‘children educated based on assessed development and disabilities,’ and ‘children driving the infrastructure for inclusion and cooperation’.
This study explored perspectives on children with special needs, discovered the discourses that our education creates, and discussed new ways of refiguration children with special needs.