특수학교 전환교육 실행수준 분석

The Study on Level of Implementation of Transition Education in Special Schools

&nbsp;&nbsp;이 연구의 목적은 특수학교의 전환교육의 실천수준과 실행역량 수준을 밝히는데 있다. 전환교육의 실행수준을 밝히기 위해 사용한 설문지는 문헌고찰을 통해 작성했고, 그 내용은 전환교육을 실행하는데 있어 중요한 구성요소인 최상의 실천 사항과 실행역량으로 작성했다.<BR>&nbsp;&nbsp;연구의 목적을 밝히기 위해 전국 특수학교의 고등부 직업부장교사를 대상으로 설문 조사를 실시하였다. 자료 분석은 기초통계량과 상관관계, 중다회귀분석을 사용했다.<BR>&nbsp;&nbsp;연구의 결론은 다음과 같다. 특수학교 전환교육 실행 수준은 전환교육을 위한 최상의 실천 사항에 대해서는 높게 동의하는 반면, 낮은 실천 정도를 보인다. 그리고 실행역량 수준은 보통으로 전환 담당 인력이나 자원, 훈련이 부족한 상태이고 행ㆍ재정적 지원에 있어 전환교육을 실행하기에 어려움이 있다. 최상의 실천 사항에 대한 적용력, 전환교육 프로그램에 대한 부모의 인식, 학교의 전환교육 필요성이 특수학교 전환교육 실천 수준에 가장 많은 영향을 미치고 있다.<BR>&nbsp;&nbsp;앞으로 우리나라 특수학교의 효율적인 전환교육 실행을 위해 최상의 실천사항의 구성요소에 대한 구체적인 연구가 필요하다. 그리고 개별화전환계획수립의 효율성 제고와 전환교육의 실행과정에 영향을 미치는 요인들을 밝히기 위한 횡ㆍ종단적인 연구가 필요하다.

&nbsp;&nbsp;This study is an attempt to determine the levels of implementation of the best practice for transition education of students with disabilities.<BR>&nbsp;&nbsp;To achieve the goals of this study, the method of this study is adapted quantitative study used questionnaire. A total of 120 questionnaires for finding out levels of implementation of transition education were mailed to the Transition Education Department Head at each school. A total of 98 questionnaires were completed and returned. Descriptive statics and correlational research were conducted on all items in the questionnaire.<BR>&nbsp;&nbsp;The conclusions of this study are as follows;<BR>&nbsp;&nbsp;Frist, in levels of implementation of best practices, the findings showed that respondents thought positively of all the best practices for transition education in levels of agreement of best practices. While respondents thought doing “sometimes” to all of the best practices for transition in levels of application of best practices.<BR>&nbsp;&nbsp;Second, in levels of implementation capacity for transition education, the findings showed that respondents thought “agree somewhat” to all of the items for implementation capacity, but there are difficulties in implementing transition education due to in sufficient financial resources, personnel and supplies, and the skills to implement practices.<BR>&nbsp;&nbsp;Third, in correlation among implementation capacity for transition education, there are somewhat high correlation. Especially, there are high correlation in following items “adaptability, have the skills to implement these practices, and transition programming is important to your school board”.<BR>&nbsp;&nbsp;Forth, in regression on actual transition to determine the indicators of implementation capacity, the findings showed that the indicators that best predicted actual transition education and collaboration were adaptability to a school&quot;s current procedures and organization, importance to parents of special education students, and necessity at school.<BR>&nbsp;&nbsp;This study suggests that further studies focused upon follow-up studies to measure the effectiveness of formal transition planning efforts, as well as longitudinal studies of students who went through the transition process to reveal the long-term effects of transition planning and the many other factors that effect outcomes.