발달장애학생의 성인기 전환을 위한 직업교육 측면에서 본 직무기술과 자기관리기술의 통합적 교수 접근에 관한 탐색 = A Study on the Integrated Instruction Approach of Task Skills and Self-Management Skills in terms of Vocational Education for Adulthood Transition of Students with Developmental Disabilities

국문 초록 (Abstract)

발달장애학생이 학교 졸업 이후 학령기 동안 실시된 직업교육의 성과를 통해, 성인기 전환 시 취업 및 고용에 따라 사업체로 진출하는 것은 특수교육의 궁극적 성과 중 하나이다. 발달장애학생의 직업교육은 성공적 성인기 전환을 목표로 삼는 만큼, 사업체 직무기술만을 단편적으로 보장하는 한계에서 벗어나 그 직무기술을 보다 바람직한 맥락에서 수행할 수 있도록 원조하는 자기관리기술 역시 주된 학습 소재로 포함해야 한다. 이런 입장은 다양한 집단(예: 학생, 부모, 특수교사, 고용주 및 직장 동료, 직업재활사 등)의 이해관계로부터 표면적으로 중요하게 공감되어 온 부분이지만, 발달장애학생이 학령기 동안 직업교육에서 직무기술과 자기관리기술을 통합적 교수 접근의 차원으로 학습하여 성인기 직업생활 및 교육에 대한 긍정적인 전이 효과를 이뤄 나가야 한다는 측면은 직접적으로 강조되어 오지 못한 경향이 많다. 따라서 본 연구는 발달장애학생의 성인기 전환을 중요히 조망하는 직업교육 측면에서 직무기술과 자기관리기술의 통합적 교수 접근을 전반적으로 탐색하고자 실시되었다. 이를 위해, 가장 먼저 본 연구는 직무기술과 자기관리기술의 통합적 교수 접근의 필요성 근거를 몇 가지로 고찰하였으며, 두 가지 기술의 통합적 교수 접근이 교수내용으로 발달장애학생에게 실제로 적용될 수 있도록 구성 절차 및 방법 역시 고찰하였다. 아울러, 학령기 중심의 입장에서 강조된 두 가지 기술의 통합적 교수 접근에 대한 직업교육이 성인기의 직업교육에 주는 기대효과를 밝힘으로써, 그 통합적 교수 접근을 발달장애학생의 평생학습 소재로써 전망하였다.

다국어 초록 (Multilingual Abstract)

To make students with developmental disabilities enter the workplace by recruit and employment in adulthood transition through the performance of vocational education during the school age after graduation from school is one of the ultimate performances of special education. As vocational education of students with developmental disabilities is targeted for successful adulthood transition, it must include self-management skills as a major learning matter enabling them to perform task skills in a more desirable context beyond securing task skills of the workplace simply. While this position has been significantly sympathized ostensibly from the interests of various groups (ex. students, parents, special teachers, employers, colleagues and vocational rehabilitation specialist), there has not been directly stressed that integrated instruction approach of task skills and self-management skills during the school age for students with developmental disabilities must be made to achieve positive transition effect on the vocational life and education of the adulthood. Accordingly, this study aimed to examine the integrated instruction approach of task skills and self-management skills in terms of vocational education for adulthood transition of students with developmental disabilities. For this purpose, this study examined basis of needs for integrated instruction approach of task skills and self-management skills in several ways, and also studied the composition procedure and methods so that the integrated instruction approach of two skills could be applied to students with developmental disabilities realistically as contents of instruction. Furthermore, this study demonstrated the expected effect of the integrated instruction approach of the two skills that are stressed from the perspective of school age, and prospected the integrated instruction approach as a matter of lifelong learning for students with developmental disabilities.

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