정신지체 특수학교 고등부 전환교육 실태조사

Abstract

The study is to investigate current state and problems of management and improvement direction according to transition education in high schools for the mentally retarded. The questionnaire was consisted of 9 domains on current state of management of transition education, and 7 domains on problems and improvement direction of transition education. The conclusions of this study are as follows; First, high schools for the mentally retarded have an focus on skills needed at social adaption when schools set a goal. Therefore, core vocational curriculum in high schools for the mentally retarded is stressing adaption and participation to society. In current practicing contents and method of transition education, it is done by schools' policies through council of teachers. Transition' programs is for work practice and work learning and transition education is done in time for vocational instruction by teachers charging for vocation. Second, in problems and improvement direction of transition education, problems at starting work is because schools have a difficulty at screening of businesses. The problems, in planning and practicing of transition education in high schools for the mentally retarded is because of wanting of institution, arrangement, programs. The desirable period of transition education, teachers thought as at elementary and middle schools. In competencies required for transition education teachers, teachers thought ability for individualized transition planning, and diagnosis and evaluation for learners, knowledge for vocation, closer cooperation with business and industry, guideline for work, instruction for daily living skills and so on. The findings good guideline for implementing transition education in high schools for the mentally retarded.