A Study on the Restructuring Strategy Linked to Regional Cooperation on the Curriculum for Major Courses Based on Customized Programs for Persons with Developmental Disabilities for the Establishment of Vocational Special Education as a Continuing Education Service
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The purpose of this study is to explore strategies that can be restructured in terms of linkage of regional cooperation, which is actually required for the curriculum for vocational special education-based major courses for students with developmental disabilities to be settled as a continuing education service. The method of this study consisted of FGI’s procedure by selecting a group of teachers with extensive field and research experience related to major courses for customizing developmental disabilities as participants. As a result of the study, it was suggested that in order for the curriculum for major courses to establish an individualized transition planning (ITP) based on vocational special education as a dimension of continuing education services, from the perspective of regional cooperation, the vocational disabilities of students with developmental disabilities by the korea employment agency for persons with disabilities (KEAD) should be comprehensively assessed and the profile and counseling system for the individualized employment support planning (IESP) based on it should be secured. Also, it was found that the vocational disability of students with developmental disabilities is a practical clue to promote the restructuring of the curriculum for major courses in terms of regional cooperation with related organizations in the welfare service and lifelong education sector by activating the IESP of the life-cycle independent life approach based on the
Abstract
The purpose of this study is to explore strategies that can be restructured in terms of linkage of regional cooperation, which is actually required for the curriculum for vocational special education-based major courses for students with developmental disabilities to be settled as a continuing education service. The method of this study consisted of FGI’s procedure by selecting a group of teachers with extensive field and research experience related to major courses for customizing developmental disabilities as participants. As a result of the study, it was suggested that in order for the curriculum for major courses to establish an individualized transition planning (ITP) based on vocational special education as a dimension of continuing education services, from the perspective of regional cooperation, the vocational disabilities of students with developmental disabilities by the korea employment agency for persons with disabilities (KEAD) should be comprehensively assessed and the profile and counseling system for the individualized employment support planning (IESP) based on it should be secured. Also, it was found that the vocational disability of students with developmental disabilities is a practical clue to promote the restructuring of the curriculum for major courses in terms of regional cooperation with related organizations in the welfare service and lifelong education sector by activating the IESP of the life-cycle independent life approach based on the