고등학교 특수학급 장애학생의 자기결정력이 진로의사결정과 졸업 후 전환성과에 미치는 영향

The effect of self-determination on the transition outcomes and the career decision of the special-class students with disabilities in regular high-schools

  「자기결정력」이란 장애인들이 스스로 선택하고, 결정하고, 문제를 해결하고, 목표를 설정하고 달성하며 평가하는 역량을 지칭하며, 이러한 역량이 고등학교 졸업예정 장애학생들의 졸업이후 전환성과에 얼마나 많은 영향을 미치는지를 알아보고자 하였다. 또한 이러한 자기결정력 형성에 어떠한 환경적 요인들이 영향을 미치는지를 파악하고, 자기결정력이 직접적으로 전환성과에 영향을 미치는지, 아니면 진로의사결정 과정이라는 매개과정을 거치는지를 아울러 검증하고자 하였다. 이를 위해, 2004년 6월 서울시 및 경인 지역 내 15개 고등학교에 재학중인 정신지체 장애학생 93명을 대상으로 자기결정력 검사를 실시하였으며 자기결정력에 영향을 미치는 개인적 변인으로 IQ자료를 수집하고, 부모의 경제적 배경, 부모의 관심과 지원정도, 교실환경요인 등을 측정하였다. 또한 종속변인으로 검사대상 장애학생들이 성공적으로 전환할 수 있는 가능성과 성공적으로 유지할 수 있는 가능성에 대해 교사가 평정하도록 하였으며, 2005년 2월 학생들이 졸업한 이후 실제 전환성과를 추적 조사하여 자기결정력 검사점수와 관련이 있는지를 파악하였다. 연구결과, 자기결정력이 높은 학생일수록 성공적인 전환가능성, 유지가능성의 정도는 높게 나타나며, 전환 성과는 더욱 양호한 것으로 나타나 자기결정력은 장애학생들의 성공적인 전환과정에서 매우 중요한 요인임을 확인하였다.

&nbsp;&nbsp;Self-determination means taking more control over one&quot;s life, and it includes students with disabilities&quot; psychological empowerment to choose, decide, problem-solve, set and attain goals, self-evaluate, and self-reinforce. We assume that the self-determination would take strong effect on the transition outcomes through the mediation of career decision making. Experiments were performed to measure a personal factor (IQ) and environmental factors (parents&quot; income, interest and involvement) as independent variables to formation of self-determination with a quesionnaire with 5-scale questions. We also measured classroom environments as another independent variable for representing an environmental factor, through Classroom Environment Scale (CES). The 93 subjects were sampled from four cities (Seoul, Incheon, Bucheon, and Bundang) in Korea, the senior students with disabilities from special classes in regular high-school. The level of self determination was indicated by the Arc&quot;s Self-Determination Scale (SD), standardized with Korean students with disabilities. Career Decision Diagnostic Assessment (CDDA) was used as a measurement of career decision-making. As an indicator of successful transition (i.e. dependent variable), teachers of special classes evaluated two estimates -- the possibility of successful transition (that is, getting a job or going to college) and the possibility of successful maintaining his/her status. After the original 93 target students graduated from high-schools, the actual transition outcome data (4-scale data) were collected in March, 2005, and analysed as another indicator of successful transition.<BR>&nbsp;&nbsp;IQ scores and total CES scores significantly related to the SD. Parent&quot;s income, interest and involvement did not seem to contribute to SD. SD scores did not have significant effect on CDDA scores. In order to speculate the relationship between SD and successful transition, multivariate regression analysis for the possiblity of successful transition and maintenance was performed. SD significantly contributed to the possibility of successful transition and successful maintaining status, while the scores of CDDA nor IQ scores did not. For another speculation of the relationship between SD and successful transition, multiple regression analysis for the after-graduation transition outcome was performed, using IQ scores, SD scores, and CDDA scores. The results indicated that scores of SD significantly contributed to the outcome of transition, while neither CDDA nor IQ scores. We conclude that there must be a valid relationship between self-determination and successful transition.