A Design Study on the Evidence for the Expansion of Qualification Performance Competency of Vocational Training Teachers in the Training Center for Persons with Developmental Disabilities (TCPDD) under the Korea Employment Agency for Persons with Disabilities (KEAD) in the Field of Special Education

Abstract

The purpose of this study is to explore ways to collaborate with the training center for persons with developmental disabilities (TCPDD) under the Korea Disabled Employment Agency for Persons with Disabilities (KEAD) as part of the special education field to achieve employment-oriented independent life when students with developmental disabilities transition to adulthood after graduating from school. Accordingly, the main research content consisted of designing a form for various evidences for vocational training teachers working at TCPDD to expand their qualification performance capabilities to teachers in charge of secondary and vocational special education at the level of joint collaboration. The method of this study used a focus group interview (FGI) for related experts. As a result of the study, it was found that vocational training teachers working at TCPDD require the ability to establish an individualized employment support plan (IESP) so that the individualized transition plan (ITP) in the secondary and vocational special education field can be linked to the follow-up management dimension centered on employment services after PDDs transition to adulthood. And it was suggested that vocational training teachers working at TCPDD should establish a compositional system integrated with the perspective and background of lifelong education so that employment services for PDDs can be improved and restructured into a system that can be circulated throughout the adult life cycle. Accordingly, it was suggested that vocational training teachers working at TCPDD should promote organizational mapping to establish a cooperative system with lifelong education and welfare service institutions in other fields based on IESP for PDDs. In addition, it was suggested that the above vocational training teachers should contribute to planning and implementing a more clear follow-up management plan for secondary and vocational special education by intervening in the horizontal and vertical circulation of employment services (supported employment, customized employment) based on adult life cycle, including a lifelong education-type job development guidance system for PDDs. In conclusion, it was analyzed that vocational training teachers working at TCPDD expanding their qualification performance capabilities from the perspective of improving and restructuring the limitations of secondary and vocational special education-based ITP can have a positive effect on employment and independent life for PDDs by adult life cycle.