장애학생 직업교육의 질적 제고를 위한 개혁 방향성 정립 = Innovative directions to improve the quality of special vocational education

다국어 초록 (Multilingual Abstract)

This study explored the innovative directions to improve the quality of current practices of special vocational eduation provided in segregated special school settings in Korea. Because employment is viewed as critical to the everday functioning of adults, full employment of students with disabilities is regarded as a major special education outcome. This study questioned the outcomes of current vocational education offered as one curricular area for high school students with disabilities in special schools. As a result, it was argued that there was the necessity to reform the traditional practices of vocational education for the students with disabilities in special schools. An analysis of current overall status of vocational education practices for secondary students with disabilities in school settings was presented. Current implementation of vocational education curriculum provided in special schools was examined. Twenty-one problems and issues were identified in order to provide a foundation to find out the future directions to reform the current practices of vocational education. Eleven innovative directions to improve the present quality of special vocational education, which were suggested from the review of "the best vocational practices" literature and from the analysis of the twenty-one problems and issues, were identified and discussed in detail. It should be emphasized that the ultimate goal of quality vocational education practices for students with disabilities is to enhance the present and future quality of life of the students and to prepare them to be able to perform a variety of valued social roles as members of integrated community.

목차 (Table of Contents)

• Ⅰ. 문제제기와 논의의 맥락
• Ⅱ. 특수학교의 현행 직업교육 실시의 문제점
• Ⅲ. 직업교육의 질적 제고를 위한 개혁 방향성
• 1. 특수교육 목표 재인식 및 특수교육 책무성 강조의 필요성
• 2. 교육가능성과 고용가능성의 재개념화
• 3. 장애 청소년을 위한 중등 특수교육 기회 확대의 절박성
• 4. 중등 특수교육 프로그램의 성격 정립
• 5. 통합된 환경에의 고용 원칙 하에서 직업교육의 조기 실시
• 6. 경도장애 청소년의 적합한 직업교육의 보장
• 7. 선훈련-후배치 고용준비 모델 합리화의 경계와 단계별 고용모델(flow-through model)함정의 극복
• 8. 개별화된 직업교육 환경과 내용 및 교수전략 적용과 개별화된 지원의 제공
• 9. 직업교육 교수장소와 교수자원을 특수학교로 제한하는 것에서 탈피: 다른학교 및 타 기관과의 연계와 지역사회의 실제 직업교육 환경 확보
• 10. 대학 진학생들의 대학입시 준비와 진로교육의 강화
• 11. 교육부 내의 중등 특수교육 전담부서 설치 및 다른 관련 부서와의 협응체계 구축을 위한 제도적 장치 확립
• Ⅳ. 결론