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정신지체 특수학교의 전환교육 실천 사항에 대한 실행 수준

A Level of Implementation of Best Practices for Transition Education in Special Schools for the Mentally Retarded

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참고문헌

키워드

주제분류교육학

초록

현재 우리나라에서는 성과중심의 전환교육이 구체적으로 실행되고 있지 못한 상황으로 전환교육 실행과정의 실천요소들에 관한 연구들이 전무한 상태이다. 따라서 정신지체 특수학교의 전환교육 실천사항에 대한 실행․역량 수준을 탐색하여 앞으로의 정신지체 학생의 학교에서 지역사회로의 전환을 촉진시킬 수 있는 방안을 모색하고 전환교육의 올바른 수행을 위한 기초 자료를 제공하고자 한다. 이 연구에서 나타난 결과는 전환교육을 위한 최선의 실천사항에 대하여 특수학교의 동의와 실천정도간에는 전반적으로 상당히 큰 차이가 있다. 또한 정신지체 특수학교의 전환교육 실천 사항에 대한 실행 수준은 교육의 실천에 있어서 학교내의 부서간 협력이 많은 영향력을 지니고 있으며, 지역사회 연계 협력의 실천에 있어서는 학교내 인사, 학부모, 지역사회 인사들로 구성된 학교운영위원회의 전환교육프로그램에 대한 인식이 가장 많은 영향력을 지니고 있음을 알 수 있다.

Abstract

Transition education is not concretely implemented in our nation. Therefore, there are few studies on best practices for transition education. Accordingly, the goal of the study is to revel a level of capacity and implementation of best practices for transition education capacity. this study also will help special schools for the mentally retarded to understand how they can better prepare their students for a successful transition from school to community. The findings of the study showed that there are significant differences between agreement and application of best practices for transition education in special schools for the mentally retarded. In a level of application of best practices for transition education in special schools for the mentally retarded, in case application of education for transition, coordination within school affect application of education for transition. In case application of collaboration for transition, perception of transition education of school boards which organized personnels within school, parents, and personnels within community highly affect.

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