완전통합교육 장면에서이든 간에 특수교육의 전문적 실제 없이는 학적 근거를 상실할 수밖에 없다.
둘째, 완전통합교육에 대한 비판적 모형이 가일층되어야 한다. 작금의 경향을 보면 마치 완전통합교육은 장애아를 위한 최선의 모형으로 생각될 수 있으나 이는 사회적 결함을 치유할지언정 학습결함의 치유와는 전혀 무관하다.
참 고 문 헌
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