본 연구는 장애 학생의 일반교육과정 접근을 증진하기 위한 중재 요소 및 향후 연구에 대한 시사점을 고찰하고자 장애학생의 일반교육과정 접근과 관련된 중재를 다룬 국내 연구 48편을 선정하여 연구대상, 연구방법, 중재과목, 중재 유형 및 내용 등의 변인별로 분석 하였다. 분석결과 장애학생의 일반교육과정 접근 증진을 위한 국내 연구는 2000년 이후 지속적으로 증가하고 있으며, 각 변인별 분석결과 연구대상으로는 초등학생, 연구방법은 단일대상연구, 과목은 사회과, 종속변인은 학업성취도가 가장 많이 사용된 것으로 나타났다. 또한 일반교육과정 접근을 위한 독립변인들은 크게 교수모델 및 학급차원의 접근, 협력중심접근, 교수적 수정을 통한 접근, 기타로 나눌 수 있었다. 이러한 결과를 바탕으로 다음과 같이 미래 연구를 위한 제언을 제시하였다: (1) 일반교육과정 접근 관련 연구 범위의 확장, (2) 협력을 위한 특수교육 분야 전문성 향상, (3) 현장에서 활용할 수 있는 자료 개발 및 보급, (4) 일반교육과정 접근과 행동문제 및 사회적 상호작용을 고려한 중재 프로그램 개발.

As the number students with disabilities who are included in general education classrooms is increasing, the importance of curricular inclusion about what they learned has been emphasized along with physical and social inclusion. The purpose of this study is to investigate intervention components and trends in research regarding access to the general education curriculum of students with disabilities by reviewing 48 Korean articles including intervention for promoting access to the general education curriculum of students with disabilities. Each article was analyzed with several variables such as published year, participants, research methods, subject area for intervention, independent variables(e.g., types of intervention) and dependent variables. As a result of analyses, the findings showed that the number of articles have increased since 2000 and elementary school students, single subject research, social studies, and academic achievement were the most frequently used in the articles across the variables, respectively. The types of intervention were categorized into four types, including: (a) approach through instructional model and class-wide application, (b) approach through collaboration with teachers or peers, (c) approach through curriculum modification, and (d) others. Based on the findings of this study, implications for future directions in research regarding access to the general education curriculum were provided as follows: (1) expansion of research scope related to access to the general education curriculum, (2) improvement of expertise as a special education professional, (3) development of practical materials and its distribution in the field of education, and (4) development of intervention programs considering access to the general education curriculum along with behavioral problems and social interactions.