지적장애학생의 대학 기반의 전환 프로그램 준비에 대한 교사의 지원 특성 = Characteristics of Teacher Support in according to Preparation of University-based Transition Program for Students with Intellectual Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out how much the teacher `s support for the preparation of the university - based transition program is.
The purpose of the study is to identify the preparation of university-based transition programs and correlations between the characteristics of teachers` support (education, self-determination, daily life, university, dream) for students with intellectual disabilities.
In order to achieve the purpose of this study, we conducted a questionnaire survey on special teachers working in special schools in Daegu, Busan, Gyeongbuk, and Gyeongnam.
The results of this study were as follows;
First, in the degree of support for the preparation of the university-based transition program of students with intellectual disabilities, teachers are highly supportive of education support, self-determination support, daily life support, university and dream support. Second, the difference in the level of teacher support for the preparation of university-based transition programs for students with intellectual disabilities (establishment type, class type, qualification type), according to the types of establishment, the private education schools showed a high level of education, In the type of class in charge, teachers in postschool classes were highly supportive, In the qualification type, special vocational teachers showed the most support. Third, the correlations between the students` support areas for the preparation of university-based transition programs for the students with intellectual disabilities were found to have high correlations higher than usual.

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