특수한 학습요구를 가진 학생들의 장애유형과 연령에 따른 자기결정력과 삶의 질 비교
The comparison to self-determination and quality of life on type of disability and age of students with special learned needs.
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오늘 날 특수교육의 최종 목표는 장애 학생들의 학습 성취에 대한 강조와 함께 졸업 후 성인기 생활에 주안을 두고 있으며, 이러한 새로운 패러다임의 변화로 인해 장애인들의 자기결정력과 삶의 질에 대한 관심이 보다 강조되고 있다. 이 연구는 특수한 학습 요구를 가진 학생들의 장애유형과 연령에 따른 자기결정력과 삶의 질을 구명함으로서 장차 장애 학생들이 졸업 후 성인기 생활에서 성공적으로 적용할 수 있도록 학교에서의 실제적인 교수 접근을 위한 이론적 기초를 제공하는데 목적을 두었다. 연구의 결과 신체-감각장애(시각장애, 청각장애, 지체부자유)를 가진 학생들이 발달장애(정서장애, 정신지체)를 가진 학생들보다 자기결정력과 삶의 질이 높은 것으로 나타났으며, 또한 연령이 높은 학생일수록 자기결정력과 삶의 질이 높은 것으로 나타났다. 뿐만 아니라 자기결정력이 높으면 높을수록 삶의 질 또한 높은 것으로 나타나 장애인의 삶의 질을 향상시키는데 있어 자기결정력이 중요한 변수가 될 수 있음을 확인하였다.
Abstract
The purposes of this study are to : 1) explore the relationship of age and disability type to self-determination of students with special learning needs. 2) explore the relationship of age and disability type to quality of life of students with special learning needs. 3) explore the relationship between self-determination and quality of life of students with special learning needs. The results of this study were as follows : Firstly, students with physically-sensory disability demonstrated higher self-determination than students with developmental disability. Students who were 18 years of age showed higher self-determination than the other two age groups. Secondly, students with physically-sensory disability demonstrated higher quality of life than students with developmental disability. Also, students who were 18 years of age showed higher quality of life than the other two age groups. Thirdly, self-determination showed positive correlation to quality of life. That is, self-determined students with special learning needs presented a better quality of life.
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