특별한 교육적 지원요구학생의 전환교육 실행과정 분석 연구

박영근 대구대학교 대학원 2010 국내석사

특별한 교육적 지원요구를 지닌 학생의 삶을 질적으로 개선하고 실제적인 사회 통합을 이루기 위해서는 적합한 개별화된 전환교육계획을 바르게 수립하고 그에 따른 교육이 효과적으로 전개되어야 한다. 하지만 특수교육 관련인사들의 전환교육에 대한 개념 및 실행과정에 대한 지식 부족으로 인해 전환교육이 효과적으로 수행되지 못하고 있다. 따라서 특별한 교육적 지원요구학생을 위한 전환교육이 전개되어온 과정을 구체적으로 탐색하고 전환교육의 효율적 시행을 위한 실행과정과 당면과제를 제시하는데 연구의 목적을 두었다. 이 연구는 문헌 연구로서 내용을 크게 두 가지로 요약할 수 있다. 첫째는 전환교육의 전개과정을 탐색하고, 둘째는 결과중심 전환교육의 효율적인 실행을 위한 실행과정과 당면과제들을 제시한다. 전환교육의 전개과정에서는 먼저 전환교육의 발전 배경과, 발전 과정 중에서 전환교육의 정의가 어떻게 정립되어져 왔는지를 살펴보았다. 그리고 전환교육의 실행과정에서 반드시 있어야 하는 필수 구성요소 및 전환교육의 모형에 대해서도 확인하였다. 뿐만 아니라 이러한 전환교육을 직접 실행하는 관련 인사들의 역할에 대해서 알아보았다. 이상의 문제를 해결하기 위해서 전환교육의 배경, 전환교육의 정의, 전환교육 모형, 전환교육의 구성요소, 전환교육 관련 인사 등에 관한 참고 문헌들을 개관하고 그 가운데서 본 연구와 관련이 있는 김남순(2002)등 6편의 국내 문헌과 Baker와 Geiger(1998) 등 12편의 외국 문헌을 중심으로 관련 정보를 얻고 이에 대한 논의와 분석을 통하여 기존의 지식을 설명, 해석, 기술하는 과정을 통해 고찰하는 방법을 선택하였다. 전환교육의 실행과정에서는 현장에서 전환교육을 실천하는 교사들을 위하여 전환교육의 실천과정을 구체적으로 제시하고자 하였다. 뿐만 아니라 이러한 실천과정에서 좀 더 효율적인 전환교육 실행을 위한 당면 과제들을 간단히 제시하고자 하였다. 전환교육의 실천 과정을 크게 전환사정, 개별화 전환교육계획수립, 전환교육훈련, 배치, 사후서비스의 순서로 구체적으로 탐색하였다. 이를 위해 조인수(2009) 등 10편의 국내논문과 Brolin(1996) 등 30 여 편의 외국문헌을 중심으로 관련 연구들을 분석하였다. 연구결과를 집약하면 다음과 같다. 첫째, 전환교육은 장애학생들의 삶의 질 향상과 실질적 사회 통합을 목적으로 법 제도적 변화가 꾸준히 전개되어 왔다. 장애학생 전환교육의 기원인 미국의 전 장애아교육 법(P.L. 94-142, 1975)을 기초로 하여 진로교육운동, 미국 장애인 법(IDEA, 1990; 1997; 2004)이 마련되면서 전환교육과 서비스가 실행되게 되었다. 하지만 우리나라에서는 전환교육의 확립이 미흡한 수준이다. 장애학생들의 실질적인 교육성과를 위해서는 특수교육현장에서 장애학생들의 결과중심 전환교육이 제대로 수행되어야 한다. 둘째, 전환교육의 실행단계는 결과중심 전환교육 목적에 따라 다양하다. 보편적인 과정은 학생들의 요구에 따른 전환사정, 전환교육 계획수립, 훈련, 배치, 사후지도의 순으로 이루어진다. 특수교육현장 지도자들은 전환교육 실행과정의 내용과 실천적 과정에 따른 과제들을 정확히 파악하고 학생들을 지도해야 한다. 특히, 이 연구에서 제시된 전환실행과정에 따라 학생들을 훈련지도 하되 과정에 따른 당면과제들을 숙지할 필요가 있다. 그러나 이 연구는 그 대상의 범위가 포괄적이라 각 장애 영역별로 전환교육의 실행과정에 대해서 다루고 있지는 못하므로 각 장애 영역별 전환교육 실행과정에 대한 연구가 필요하다. 그리고 효율적인 전환교육 실행을 위한 당면 과제에 대해 간단히 언급하고 있지만 그 정도가 구체적이지 못하므로 후속 연구를 통해서 각 전환교육의 실행 단계에서 생길 수 있는 문제점과 그 문제점들을 해결하기 위한 실천 과제들에 대해서 구체적으로 연구될 필요가 있다. Qualitative improvement of life of a student with special educational demands and substantial integration of society should be followed the suitable individualized plan of transition education with effective execution. However, it was not achieved effectively with the ignorance or lack of knowledge about concept or practical process of transition education of the people related to the special education. Therefore, the object of research is to suggest the effective process and faced problems of transition education by analyzing the previous works. Research as a literature review is summarized by two main contents as follows: 1) Process of transition education was examined; 2) Practical tasks and processes for efficient outcome-oriented transition education were suggested. Examine in unfolding process of transition education is focused on the developmental background of transition education with tracking for the origin of it. Additionally, study is confirmed about the essential components needed necessarily in practical process of transition education and the models. As well as, role of people related to the execution of transition education is studied. Research was based on the six papers of national journals (included Kim, M. (2002)) and twelve papers of international journals (Baker et al. (1998) and so on) to get the research related information and adopted research method that analyze existent knowledge through discussion and analysis. Research is also focused on the suggestion of concretized practical process of transition education for teachers in the field. More efficient executions of transition education in practical process were intended to provide briefly faced problems. The practical process of transition education was examined gradually transition assessment, individualized transition plan, educational training of transition, arrangement and after service. It was founded on the ten papers of national journals included Jho's work (2009) and thirty of international references such as Brolin's effort (1996). The results of research are summarized as follows: First, transition education is spreading steadily the legal or institutional changes for the qualitative improvement of students with disabilities and practical integration of community. Training of guidance education and the Individual with Disabilities Education Act (IDEA, 1990; 1997, 2004) incited to start the transition education and services which are based on the Education for All Handicapped Children Act (EAHCA; P.L. 94-142, 1975) - the origin of transition education for student with disabilities. However, the establishment of Korea transition education is insufficient in the level. To get a practical outcome of education for students with special educational demands, outcome-oriented transition education is necessary in the field of special education. Second, the practical stages of transition education are varied with the purpose of outcome-oriented transition education. General course following the demand of students is achieved the transition assessment, establishment of transition education plan, training, arrangement and after services in order. The leaders in the field of special education should guide their students with exact understanding of the process of transition education and practical tasks of it. Specially, process of transition execution suggested in this research emphasizes the importance of understanding of faced problems on the training process. This research, however, did not dealt with all fields of disabilities and the scope of research is also comprehensive. Therefore, additional research for the process of transition education about detailed disabilities is necessary. Although this research refers the faced problems for execution of efficient transition education, it is failed to the specific explain. Therefore, following-up research is necessary to solve the expected problem in execution process and practical tasks of the each transition education.

지적장애 특수학교 직업교육교사의 직무만족도

김현주 대구대학교 2010 국내석사

The purpose of this research is to propose a method to enhance the morale of special school vocational education teachers and educational efficiency as well, having identified differences of job satisfaction and its characteristics according to job satisfaction factors and background reasons of vocational education teachers in special school for the intellectual disabilities. The specific research objectives are as follows: First, the researcher identifies the level of job satisfaction according to the job satisfaction factors of the vocational education teachers in special school for the intellectual disabilities. Second, the researcher identifies the level of job satisfaction according to the background variables of vocational education teachers in special school for the intellectual disabilities. Third, the searcher makes clear the correlations between job satisfaction factors of vocational education teachers in special school for the intellectual disabilities. The conclusions reached on the basis of the research results are as follows: First, the overall level of job satisfaction of the vocational education teachers in special school for the intellectual disabilities is higher than the average. The results from inspection of the level of job satisfaction according to factors thereof revealed that the teachers’ job satisfaction was recorded the highest number at the sense of recognition, followed by interpersonal relationship, tasks in charge, working environments, and development of specialized area. Second, the job satisfaction levels of vocational education teachers in special school for the intellectual disabilities according to the variables thereof are as follows: On the gender factors, male teachers’ job satisfaction was higher than that of female teachers, and on the career factor, the teachers having careers less than five years showed the highest level of job satisfaction, while the teachers who had more than five years and less than 10 years revealed the lowest level. On qualification factors, those teachers who held the license of general school teacher showed a higher level of job satisfaction than those who had the license for teaching at a special school or special vocational school. And, on the positional factors, the master teachers showed a higher level of job satisfaction than the regular teachers. As to the establishment factors, the teachers in private schools displayed a higher level of job satisfaction than that of public school teachers. Also, on school classification factors, the high school teachers and the teachers of specialized areas showed a higher level of job satisfaction than the middle school teachers. Third, the results from investigation of job factors of vocational education teachers in special school for the intellectual disabilities revealed that there were static correlations between the factors.

지원고용실태에 대한 정신지체학교 직업교육교사의 인식수준

최상일 대구대학교 2010 국내석사

This study examined how teachers in charge of vocational education in special schools for mentally retarded students perceived the reality of supported employment. The following conclusions were made from the results of the study. First, teachers in charge of vocational education in special schools for mentally retarded students displayed more than the average level of perception about supported employment. Although they perceived that their supported employment programs were not conducted well, they recognized very highly the necessity for supported employment. In addition, they thought supported employment would improve the life quality of children with disabilities. Moreover, they perceived that when composing a supported employment plan team, the level of support from a school and information of community should be considered and that when selecting a model of supported employment, whether it can be realized today and whether it can be efficiently linked to community should be considered more than anything else. The teachers thought that it was needed to define support services necessary for disabled students and to consider a school's ability to support disabled students when conducting supported employment and that individual placement model and on-site integrated small group training could be carried out. They also perceived that teachers in charge of vocation education were suitable to be the ones in charge of conducting supported employment that schools or rehabilitation service centers should be in charge of developing and maintaining relationships with firms employing students with disabilities and that rehabilitation service centers should be in charge of on-site instruction. Necessary support services should be continuously offered to employed students with disabilities, and communication with work colleagues took first place among items regarding disabled students which needed to be managed importantly. In addition, the shift of vocational function was perceived as an important item. Besides, the teachers perceived that when a disabled student is successfully employed through supported employment, his rehabilitation service center should be in charge of the instruction after employment. The teachers also perceived that evaluating conditions through supported employment was very effective in evaluating students and devising career plans for them and that the suitability of disabled students' individual interest and ability for the requirement of a job should be considered when developing a guide for evaluating students' performance ability. Second, the teachers perceived that it was very difficult to introduce supported employment under Korea's educational circumstances due to problems in conducting supported employment in special schools for mentally retarded students. They also pointed out as problems a lack of perception and professionality of school managers and teachers, a lack of related local firms' perception and cooperation, a lack of cooperation with rehabilitation service centers and schools, and a lack of parents' and family's cooperation. Based on the findings above, the study made some suggestions for the activation of supported employment program in schools for mentally retarded students. First, in order to conduct supported employment appropriately, comprehensive research needs to be carried out on related experts, institutions, parents and systems supporting the delivery of service. Second, as supported employment should consider the economic conditions and features of the district, a systematic and effective supported employment program suitable for such conditions and features needs to be developed. Third, the professionality of those who are in charge of supported employment should be secured. In order to provide disabled students with necessary support services amid rapidly changing employment environment, students should be given diversities and autonomy in carrying out tasks and be provided continuously with opportunities to develop themselves. Fourth, political consideration is needed to provide specific cooperation and systematic support when conducting supported employment programs.

특수학교 기본교육과정 직업교과용 도서에 대한 교사의 인식수준

정문준 대구대학교 2010 국내석사

The purpose of this study is to analyze the level of teachers' recognitions of vocational guide books and textbooks in basic curriculum revised in 2008 in order to support of more practical vocation education for developmental disabilities in special schools and classes. For this study, questionnaires were sent to three hundred teachers who were in charge of vocational education in special schools and classes, and among them, two hundred and sixty seven questionnaires were answered. The questionnaire was consisted of twenty seven questions including nine questions on guide books for effective teaching of vocational education and eighteen questions with regard to contents of vocational textbooks. The data was processed by SPSS program. The results of this study on guide books for teachers were follows. First, teachers recognized that guide books revised in 2008 were more practical than earlier electronic guides. Second, achievement standards in each domain within vocational curriculum were presented with observable sentence structures. Third, teachers agreed that guide books were effective for teachers to teach students with problem solving abilities related to daily and vocational life through participation, observation and performance in vocational classes. The results concerning vocational textbooks were as the followings. First, educational objectives in vocational curriculum were established appropriately for effective learning. Second, contents selection of vocational curriculum was suitable for educational objectives. Third, decreased instructional hours of vocational classes in the present basic curriculum were regarded as inappropriate. Fourth, assessment standards in each domain of vocational curriculum were accepted as proper in practical vocation education. Fifth, significant contents of three domains in vocational curriculum selected by teachers were followings: maintaining proper individual relationship in a vocational life domain, attitudes and regulations of vocational life in a vocational preparation domain and practicum in a vocational function domain. It is significant in education that a curriculum is newly revised. Consequently, the overall result showed that teachers recognized guide books and textbooks of vocational education for disabilities revised in 2008 as appropriate for effective vocational teaching. However, additionally, followings should be considered before implementation of new curriculum: providing teachers with enough training opportunities for practicing new curriculum, researching for successful ways to teach vocation with new textbooks, and studying on effective teaching according to individually different school environment.

정신지체학교 교사의 교무업무시스템활용과 업무수행 만족도

조한철 대구대학교 2009 국내석사

This study is to investigate satisfaction' degree of school affairs system use and performance of teachers for the mentally retarded, it can help make up for school affairs system as well can suggest improvement direction. The subjects of the study selected teachers for the mentally retarded who are working in 10 special schools for the mentally retarded, that are located in Daegu·Busan Metropolitan, KyeongsanNam·Bok-do. The questionnaire are mailed to them, and the questionnaire received from teachers analyzed in order to utilize to study. The conclusions of the study are as follows; First, the teachers for the mentally retarded thought that school affairs system use and satisfaction' degree of performance was high than mean. In school affairs system use, the teachers thought that time of use was taken 1-2 hours a week, domains were occupied records and human document, and then school register, curriculum, system management, student life in order. As variables of teachers, there were some difference in satisfaction' degree of school affairs system, but in type of gender, there were higher in male than female and in career and position, the more career, the more high position, there were high in satisfaction' degree of school affairs system. in type of work, there were no difference in gender, but there were high in middle and high schools teachers than elementary schools. Second, the teachers for the mentally retarded thought that satisfaction' degree in school affairs system was high than common. Most of teachers thought that all of curriculum, school register, students life, records,/human document were satisfied. As variables, there were high in male teachers than in female teachers, as well the more career and assignment to a position and secondary teachers than elementary teachers satisfaction' degree in school affairs system were high. enforced domains in work's convenience and procedure as school affairs system were records, human documents and then school register, curriculum, system management, students life in order. The suggestion from conclusions of this study are as follows; First, for utilizing school affairs system, following study in order to analyze strong and week points and problems as parts need. Second, the findings showed that satisfaction' degree in school affairs system use were high but, complement according to current statue of management and tasks of system need.

직업적응훈련프로그램 적용에 따른 지적장애학생의 직업행동 및 사회적 기술

엄경미 대구대학교 2010 국내석사

The purpose of this research is to disclose the effect on the intellectually challenged students’ occupational behavior and social skills following the application of job adaptation training program. This research was conducted from April to June 2009, and the targets included third graders of the high school, and intellectually challenged students who are studying at the Special School U located in Gyeongsangnamdo. Gender, age for everyday life, mental age, intelligence index and others were considered to select 43 via wireless. The students appropriate for this research were divided into two groups. Experimental group was subjected to the application of job adaptation training program while control group did not execute anything. Then, change in the occupational behavior and social skills were measured. All the analyses used SPSS 17.0 for Windows. Conclusions of this research are as follows. First, application of job adaptation training program exerts positive effect on the improvement of the intellectually challenged students' occupational behavior. Experimental group that executed and applied the intellectually challenged students' occupational behavior manifested greater achievement. As for the results of the sub questions pertaining to the occupational behavior, degree of improvement is manifested significantly in the categories that can form behavioral habit with training or the categories that follow the teachers' instructions. However, there was no significant change in the behavior when it comes to the categories such as cognitive part or definition level part. Second, application of job adaptation training program exerted positive effect on the improvement of intellectually challenged students. As for the improvement of intellectually challenged students' social skills, degree of improvement for the experimental group was greater. Effect of application of job adaptation training program is manifested clearly in case of accommodation of criticism, others' intervention, encounter with strangers, social skills, honesty and others according to the results of the analysis on the sub domains of the social skills. Meanwhile, there was no clear difference in case of the cooperation with others and request for help. A number of recommendations made based on the conclusions reached by this research are as follows. First, job adaptation training program was executed according to the individualized training plan and individualized conversion training plan that is line with the individual characteristics and demand of the intellectually challenged students. The plan was expanded on, modified and applied in a structured manner for a long time in order to pursue after the improvement of the occupational behavior and social skills. Second, job adaptation training program should not take place merely in school, but should link with school, home and industrial entity by enabling the students to undergo field training and to get employed at industries. Likewise, the program should be executed at actual industrial field and should be complemented. Third, follow-up research that can increase the viability of generalizing change, and that applies diverse variables (age level and among schools), cultural elements, and comparison of special schools and special classes is needed

초등학교 특수학급 담당교사의 전환교육에 대한 인식 연구

김민정 대구대학교 2010 국내석사

The purpose of this study is to investigate the level of the understanding and the recognition of transition education among teachers for special class in elementary school , and to provide fundamental data for a successful switch of disabled students to junior high schools or to the community. The data for this study was gathered via a questionnaire distributed to 175 of the teachers for special class in elementary school. The questionnaire consists of 30 questions about understanding, practice, and tasks of transition education. All data were analyzed by SPSS/PC+ 17.0, and the results are as followed. First, the results show that teachers understand transition education relatively well based on their purposes of education, adapting and integrating their students to the community, and their exertion to trying to execute transition education. Second, the level of their recognition of transition education is relatively low, and they don't execute it systematically because of the absence of various programs which are targeted to teachers. Third, opening some training for transition education or including transition education to existing special classes will help disabled students to switch much successfully. Based on the results, followings are suggested to expansive understanding of transition education for teachers for special class in elementary school. First, the sufficient equipment, and the development of some programs for transition education are needed. Second, quality research for the process of transition education is needed. Finally, to understand the general tendency of the practice and understanding of transition education, any comparison research or more wide research subjects are needed.

PVRB에 따른 지적장애학생의 직업준비기능 특성

황지은 대구대학교 대학원 2010 국내석사

The purposes of this study is to find out characteristics of PVRB showing students with intellectual disabilities. The subjects of this study employed 20 students with intellectual disabilities as consideration of CA, MA who are attending A Special school and B special school, in D city. To achieve this goals, after calculated Mean, Standard Derivation as a sub-domains in PVRB Test including Developmental Evaluation, Interpersonal Skill, Money Management, it compared to those of Madonna, special school for the mentally retarded in America, The results of this study are as follows; First, as characteristics of developmental evaluation in sub-domains of PVRB showing students with intellectual disabilities, the findings showed that hand's coordination was high level than compared to, and module/color discrimination/ manipulation was average level that compared to, and work range/body muscular strength was generally low level, and matching/work knowledge/measure was little low level than compared to. Second, as characteristics of interpersonal skills in sub-domains of PVRB showing students with intellectual disabilities, the findings showed that basic life skills, social skills, and inappropriate behavior, work related skills was high level than compared to. Specially, basic life skill and work related skill was high level. Third, as characteristics of money management skills in sub-domains of PVRB showing students with intellectual disabilities, coin discrimination was average level, coin counting, coin combination, taking change, small story book was so low level than compared to. There are some merits in PVRB due to wide of range of subjects, it can evaluate real skills, but because the korea have not any standardization scale, the reason make to hard to interpret the results compared to norm group. Therefore, PVRB-based study should be continuous.

발달장애인의 지원고용을 위한 프로그램의 구성과 전략탐색

김호엽 대구대학교 1999 국내석사

정신지체 특수학교 음악교육과정 운영 실태 분석

황현숙 대구대학교 2010 국내석사

The purpose of this study is to current state of music curriculum and level of satisfaction of teachers for music on music curriculum. The subjects of this study are employed teachers for music who are charge for music education in 26 schools for the mentally, keyongsangnam․buk-do. The questionnaire ware mailed to 110 teachers for the retarded, and after calculated Mean, Standard Deviation(SD) according to type of sex, career, and grade, the data were applied to test, and t-test and F test in order to find out significant differences among them. The results of this study are as follows; First, in current state of music curriculum for the schools for the retarded, most teachers known well on revised special schools basic curriculum, also they were applying it to their classes, they have practiced teaching-learning goal according to students' level. They have operated their classes as divided to group classes and individual classes, the results analyzed hours of music classes and hours of music classes according to type of grade, showed that elementary and middle, high schools have 2 hours a week, most of classes were utilize by music textbook for special schools. In case of using music text book for special schools, teachers usually use 1 level in elementary to high school, 2 level in middle school, 3 level in high school, also they teach as integrated with perceptive activities, expressive activities, and impressive activities according to materials of music textbook. in materials for classes except textbook, teachers use internet related site, internet accompaniment, when accompaniment, most utilizing score is textbook. Schools have music related circle and performance team, type of music related circle or performance team is instrumental music team, chorus team, rhythm chorus team, traditional percussion quartet in order. Second, in job satisfaction of teachers according to music curriculum, job satisfaction of teachers on time alloted music education activities is average. Many teachers thought that appropriate alloted time on music education activities is 3 times a week. When teaching Guide book for teacher, teachers though that problems are teaching-learning difficulty according to characteristics of students with disabilities and shortage of superior teachers. Teachers thought that the reason that exclusive charge teachers for music education need are because of music studies' knowledge, functional competency. Most of teachers thought that the reasons that special teachers can teach music education in special schools, is because basic curriculum for mental retardation need not competency function. Most of teachers thought that training to elevate their competencies in special schools is shortage of contents and opportunity, also they want to receive training appliable music training opportunity for spacial teachers only. For the future studies, the same study should apply to teachers in all special schools for the retarded and comparative study between special schools applying basic curriculum for mental retardation and common curriculum for student without disabilities should do. Also study according to type of disabilities should do.