평생학습 측면에서 본 발달장애인의 자립생활을 위한 학령기 증거기반 전환교육 실제의 활용방안 고찰

A Study on Applications of School Age Evidence-based Transition Education Practices for Independent Living of Persons with Development Disabilities from Perspectives of Lifelong Learning

본 연구는 평생학습 측면에서 발달장애인이 자립생활을 습득 및 관리하기 위하여 학령기 증거기반 전환교육 실제를 활용할 수 있는 방안을 고찰하는데 목적을 두었다. 학령기 증거기반 전환교육 실제란 교수방법의 측면을 의미하며, 발달장애학생이 자립능력을 개발하기 위한 전환교육프로그램의 범주에서 활용한 교수전략과 기법들을 포함한다. 본 연구는 발달장애인이 학령기와 성인기가 연계된 생애 주기별 지원체제 속에서 자립능력을 개발해야 할 필요성을 강조하는 측면에 입각하여 학령기 증거기반 전환교육 실제에 가치를 부여하였다. 연구방법은 문헌고찰로 실시되었는데, 다양한 유형(예: 문헌연구, 조사연구, 실험연구 등)의 선행연구 자료들을 수집함으로써 학령기 증거기반 전환교육 실제에 포함된 교수전략과 교수기법의 구성요소들을 추출 및 분석하였다. 또한, 본 연구는 발달장애인의 자립생활을 위한 평생학습 측면에서 학령기 증거기반 전환교육 실제를 고찰하므로, 그 평생학습 측면에 대한 교수내용(예: 기초자립적응능력, 직업적응능력)의 구성요소 역시 분석하여 연구목적의 주된 대상인 학령기 증거기반 전환교육 실제의 연계적이고 부차적인 근거로 활용하였다. 나아가, 본 연구는 성인학습자가 학령기 학습자에 비해 자립 학습을 수행하는데 비중을 두어야 할 네 가지의 측면들을 중심으로, 학령기 증거기반 전환교육 실제와 관련해 분석된 결과들을 최종적으로 연구결과로써 고찰할 토대를 형성하였다. 결과적으로, 상호 복합적인 절차에서 통합적 활용방안, 자기 주도적 활용방안, 개별적 활용방안, 일반화 활용방안과 같이 네 가지를 고찰하였다.

The purpose of this study was to examine applications of school age evidence-based transition education practices for acquisition and management of independent living by persons with development disabilities from perspectives of lifelong learning. School age evidence-based transition education practices refer to the aspect of teaching method, and they include teaching strategies and techniques utilized by the students with developmental disabilities within the scope of transition education programs for the development of independence. This study granted the values to school age evidence-based transition education practices based on the aspect that emphasizes the needs for persons with developmental disabilities to develop independence under the life cycle support system in which school age is connected to adulthood. Literature review was used as the method of study, and components of teaching strategies and teaching techniques included in school age evidence-based transition education practices were extracted and analyzed by collecting data from different types of previous studies (ex: literature review, survey research and experimental research). In addition, as this study examined school age evidence-based transition education practices in terms of lifelong learning for independent living of persons with developmental disabilities, components of teaching on the lifelong learning aspect (e.g. basic independence adaptation, vocational adaptation) were also analyzed and used as secondary grounds for school age evidence-based transition education practices, the main subject of this study. Furthermore, this study formed the basis to examine the final study results analyzed in regards to school age evidence-based transition education practices, focusing on the four aspects to be focused by adult learners in performing independent learning compared to school age learners. As the results, mutually connective procedure was considered in the order of integrative application, self-directed application, individual application and generalized application.