미국 특수교육 박사과정에서의 자기결정 교수 증진에 대한 전략 탐색
Exploring Strategies for Enhancing Self-determination Instructional Skills in a Special Education Doctoral Training in the United States
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
연구 목적: 이 연구의 목적은 특수교사가 장애학생의 자기결정 기술을 잘 가르칠 수 있도록 준비시키기 위해 미래 특수교육 지도자에게 자기결정 기술 증진과 관련된 필요한 이론 및 실제를 전달하는 방법을 모색하는 데 있다. 연구 방법: 특수교사의 자기결정 교수 능력, 교수 준비, 특수교육 전공 교수의 자기결정을 수업에 다루는 정도와 관련하여 문헌 연구를 하였다. 연구 내용: 장애학생의 자기결정 기술 습득의 중요성이 강조됨에 따라 특수교사가 장애학생들에게 자기결정 기술을 가르치는 일은 매우 중요하다. 특수교사가 자기결정 기술을 가르치기 위해서는 교원양성과정에서 배워야 하므로 특수교육 전공 교수가 자기결정 이론 및 실천적인 교수법을 갖추는 것은 중요하다. 따라서 특수교육 박사 교육과정에서 자기결정 이론 및 실천적인 지식 및 교수를 위하여 세부전공과 공통과목을 중심으로 자기결정 기술에 관한 읽기자료와 교수전략 예를 제시하였다. 결론 및 제언: 특수교육 박사과정에서도 자기결정의 중요성 및 교수전략이 반영됨으로써 장애학생의 자기결정 기술 증진에 기여할 수 있을 것이다.
Abstract
The purpose of the study is to find out how to provide future special education professors with theoretical and practical knowledge necessary to promote self-determination in order to better prepare special educators to teach students with disabilities self-determination skills. The literature review was implemented related to special education teachers’ competencies in the instruction of self-determination, preservice preparation for this topic, and special education faculties’ lack of incorporating this content into their classes. Given that promoting self-determination of students with disabilities has become an established evidence-based practice in special education, teachers need to learn effective self-determination instruction skills for students with disabilities. Therefore, to promote self-determination in teacher preparation for special educators, this study provides examples of the suggested readings and class activities for infusing self-determination knowledge and skills into special education doctoral programs based on specialization of the study as well as common coursework. Reflecting the importance of self-determination and instruction stratgies in special education leadership program will be able to contributed to enhance self-determination of students with disabilities.
참고문헌 (14)
- Agran, M., "Ensuring quality education to promote transition : A summary of exciting studies", Inclusion, 6(4), pp.258~273 (2018)[DOI]
- Bojanek, E. K., "Examining the impact of professional development on the self-determined leaning model of instruction for general and special educators", Inclusion, 9(2), pp.118~133 (2021)[DOI]
- Carter, E. W., "Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities", Research and Practices for Persons with Severe Disabilities, 36(1), pp.1~10 (2011)[DOI]
- Chambless, C. E., "Teaching self-determination to youth with disabilities : The ASPIRE model", Journal of Vocational Rehabilitation, 51(2), pp.199~210 (2019)[DOI]
- deBettencourt, L. U., "Preparing special education higher education faculty", Teacher Education and Special Education, 39(2), pp.121~133 (2016)[DOI]
- Erwin, E., "Fostering the foundations of self-determination in early childhood : A process for enhancing child outcomes across home and school", Early Childhood Education Journal, 44(4), pp.325~333 (2016)[DOI]
- Garrels, V., "Student-directed leaning : A catalyst for academic achievement and self-determination for students with intellectual disability", Journal of Intellectual Disabilities, 24(4), pp.459~473 (2020)[DOI]
- Hong, B., "Faculty attitudes and knowledge toward promoting self-determination and self-directed learning for college students with and without disabilities", International Journal of Teaching and Learning in Higher Education, 23(2), pp.175~785 (2011)
- Kim, K., "Preliminary study : Special education doctoral students’ perceptions of self-determination", International Journal of Disability, Development, and Education, 61(4), pp.388~402 (2014)[DOI]
- Mason, C., "Implementation of self-determination activities and student participation in IEPs", Exceptional Children, 70(4), pp.441~451 (2004)[DOI]
- Raley, S. K., "Curricula to teach skills associated with self-determination : A review of Existing research", Education & Training in Autism & Developmental Disabilities, 53(4), pp.353~362 (2018)
- Shogren, K. A., "Impact of the self-determined learning model of instruction on teacher perceptions of student capacity and opportunity for self-determination", Education and Training in Autism and Developmental Disabilities, 49(3), pp.440~448 (2014)[DOI]
- Shogren, K. A., "Relationships between self-determination and postschool outcomes for youth with disabilities", Journal of Special Education, 48(4), pp.256~267 (2015)[DOI]
- Wehmeyer, M. L., "The development of self-determination and implication for educational interventions with students with disabilities", International Journal of Disability, Development, and Education, 44(4), pp.305~328 (1997)[DOI]