장애학생의 통합교육을 위한 환경전환교육프로그램

Transenvironmental Programing for inclusion of the handicapped students

The purpose of this study was to offer a framework based on Anderson-Inman's(1986) transenvironmental programming model for preparing students to function successfully in integrated settings. Students moving from a self-contained classroom to the regular class setting within the same school must learn to adjust to difficult instructional formats, curriculum demands, teaching styles, behavioral expectations, physical designs, and students socialization patterns. Similarly, students moving from a special day school to an integrated program within the community's public school system will encounter new rules, extracurricular activities, and personnel. Thus learning the rules and schoolwide procedures prior to entering the new school can help avoid a potentially confusing and troublesome adjustment to the new school. It is essential, then, that the students be prepared for entry into the mainstream after placement team has decided a students is ready to make the change.