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지적장애학생을 위한 지역사회중심 직업교수 고찰

Considerations for Community Based Vocational Instruction for Individuals with Intellectual Disabilities

강종구|김라경
특수교육재활과학연구소 (The Research Institute for Special Education & Rehabilitation Science)|2012.03|특수교육재활과학연구|제51권 제1호|pp. 63-89

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키워드

지적장애전환교육students with intellectual disabilitiesTransition education지역사회 중심 직업교수Community based vocational instruction
주제분류기타사회과학

초록

본 연구에서는 미국의 1980년대 이후의 장애인의 취업과 임금 수준, 직업교육 관련법과 제도의 변화에 대하여 알아보았다. 또한 지적장애학생들의 일반적인 지역사회에서의 통합을 준비할 수 있는 최선의 실천 방안으로 고려되어진 지역사회중심 직업교수의 장점ㆍ보완점과 지역사회중심 직업교수에 포함해야 할 핵심 구성요소들을 알아보았다. 선행연구들은 지역사회중심 직업교수가 학생들의 직업획득, 직업태도개발, 직업유지에 긍정적인 영향을 미친다고 보고 하였다.그러나 교통수단, 법적 내용 및 책임에 관한 문제, 지역사회중심 직업교수 활동에 참여로 인한 다른 수업의 공백, 부모의 걱정, 그리고 학업 기술에 필요한 요구들과의 마찰은 개선하거나 보완해야 할 문제점으로 드러났다. 지적장애학생에게 지속적이며 다양한 직업 기회의 제공, 개별 학생의 전환목표의 반영, 다양한 수준의 학생 및 비장애인과의 경험증대, 기간과 학교와의 유기적 협력, 종합적 평가는 직역사회중심 직업교수시 고려해야 할 핵심구성요소로 제안되었다. 우리나라에서 직업교육에 주는 정책적 함의를 논하였다.

Abstract

This paper reviews the literature on the employment rate and wage issues for individuals with disabilities during the past 25 years and discusses the historical context of issues and school-related legislation leading to the development of the transition initiative for youth with disabilities. In addition, it focuses on an overview of previous work investigating barriers, benefits, and components of community-based vocational instruction (CBVI). Literature supports that CBVI has been considered an effective means of preparing students with mild to severe disabilities for employment. Students gain an awareness of careers and build positive work attitudes and learn options for future work and postschool education. Transportation, limited resources, legal requirements and student issues were identified as barriers to implementation. Literature also recognized the importance of offering opportunities for students to perform a variety of job tasks, providing students with a variety of work experiences, and providing choices of work experiences as important of components of implementing CBVI. Implications to South Korea’s vocational education has been discussed.

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