정신지체 특수학교의 전환교육 실행 수준에 관한 연구

다국어 초록 (Multilingual Abstract)

The intent of this study is to find out level of implementation of best practices for transition education in Korean schools for the mentally retarded.
The specific purposes of this study are as follows. First, is to reveal level of implementation of best practices for transition education in Korean schools for the mentally retarded. Second, is to grasp level of implementation capacity for transition education in korean schools for the mentally retarded. Third, is to find out the relationships between indicators of implementation and implementation capacity Korean schools for the mentally retarded.
The conclusions are as follows;
First, in level of implementation of best practices for transition, first of all, in level of agreement of best practices, the findings shown that respondents thought positively to all of the best practices for transition and in sub-domains, and while respondents the highest agreed with "parent involvement’, the lowest agreed with "collaboration". Next, in level of application of best practices, the findings shown that respondents thought doing "sometimes" to all of the best practices for transition and in sub-domains, and while respondents the highest presented to "curriculum", the lowest presented to "collaboration". Also, the findings show that there are significant difference between of agreement and carrying out of best practices.
Second, in frequencies on implementation capacity for transition, the findings shown that respondents agreed highly with "transition programming is important to your city/town/community, while agreed low with "yours school board’s administrators have the necessary skills to support these practices". It ranged from mode 2 to 4. In correlational among implementation capacity, the findings shown that teachers’ skills have a relation to all of implementation capacity for transition and community-based programming have a relation to necessity and worthwhile of schools and parent’s importance on programming.
Third, in the relationships between indicators of implementation and implementation capacity, first of all, in correlational among implementation capacity and agreement and application of best practices for transition, the findings shown that there are no significance between total mean of implementation capacity and total mean of agreement, while there are significant relationship between total mean of implementation capacity and total mean of application. Next, in regression on actual transition to determine the indicators of implementation capacity, the findings shown that the indicators that best predicted actual transition and collaboration were collaboration among the staff, financial resource, having importance of parent on programming and having the importance of school board on programming.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 전환교육과 서비스 전개과정 = 5
• 2. 전환교육 실천을 위한 생태학적 구조 = 11
• 3. 전환 계획수립과 서비스 협력을 위한 최선의 실천 사항 = 13
• 4. 전환교육 실행 역량 요인 = 22
• Ⅲ. 연구 방법 = 28
• 1. 연구 대상 = 28
• 2. 연구 도구 = 28
• 3. 연구 절차 = 29
• 4. 자료 분석 = 29
• Ⅳ. 연구 결과 및 논의 = 31
• 1. 전환교육 실천사항에 대한 실행 수준 = 31
• 2. 전환교육 실천사항에 대한 실행역량 수준 = 36
• 3. 전환교육 실천사항의 실행 수준과 실행역량간의 관계 = 40
• Ⅴ. 결론 및 제언 = 46
• 1. 결 론 = 46
• 2. 제 언 = 48
• 참고문헌 = 49
• 영문초록 = 56
• 부 록 = 58