정신지체 특수학교 고등부의 산업체 현장실습에 관한 연구

A Study on Industry Field Training for Special School Students with Mental Retardation

본 연구는 정신지체 특수학교 고등부 산업체 현장실습의 운영현황을 분석하고, 현장 실습의 활성화 방안을 도출하기 위하여 전국 66개 정신지체 특수학교 실습 담당교사를 대상으로 설문조사를 실시하였고, 그 결과는 다음과 같다. 현재 현장실습은 대체로 고등부 3학년의 경도장애 학생을 대상으로 평균 1회 정도 취업 전 단계로 운영되고 있으며, 실습 협력업체는 다양한 방법을 통해 개발되고 있으나 전반적으로 어려움을 겪고 있다. 실습생들의 직무는 조립ㆍ포장의 단순반복 업무가 주를 이루고, 현장지도는 주로 복지관이나 공단의 직무지도원, 업체의 실습생 담당자가 맡고 있다. 현장실습 담당교사와 실습 관련 인사들과의 관계는 대부분 협조적이었으나 법 동료의 협조 정도는 상대적으로 낮게 평가되었고, 학교의 현장실습에 대한 지원은 대체로 적극적이었다. 산업체 현장실습의 활성화를 위해서는 다양한 목적과 실습 시기에 따라 운영 형태를 달리하는 것이 바람직하며, 고등부 3학년 이전부터 2~3회 이상 실습경힘을 하도록 강화할 필요가 있다. 실습업체 개발이나 현장지도는 상호 협력을 통한 역할 분담이 요구된다. 현장실습의 질적 개선을 위해서는 다양한 실습업체 개발이 중요하며, 업체 측과 다각적인 면에서 의견교환이 이루어져야 한다. 학교 내부에서는 학교잠의 현장실습에 대한 의지 및 학부모들의 관심과 지원이 필요하고, 학교 외부에서는 지역내 사업체와 직업재활 관련 기관과의 체계적인 협조체제가 구축되어야 한다.

The purpose of this study is to find out the reality of industry field training conducted for high school students with mental retardation and to suggest ways to activate the system of industry field training. Selected teachers who take charge of industry field training of 66 special schools for students with mental retardation replied to questionnaires and data analysis was done using by frequency distribution and percentiles. The major results of this study are as follows. Generally students with mild and moderate degrees of mental retardation have opportunities to receive field training in third grade of high school. The opportunity is given to them usually once as a preliminary stage before getting a job in general. The special teachers are trying to find industrial enterprises that will offer field training to students with mental retardation through organizations such as The Korea Employment Promotion Agency for the Disabled and the Rehabilitation Center or by participating in job opening for the mentally retarded. but it is not easy to establish partner relationship with enterprises for field training of students. People related with field training, such as instruct teachers. parents, or employer tend to cooperate well with special teacher. but colleagues at work place tend to be reluctant to work. However. the efforts of special schools to support field-training programs are very active. To activate industry field training, it will be more desirable to vary systems of field training, depending on purposes and the period of with each other by sharing in the duty. training instead of focusing on only employment. For this, it is required to increase the quality of training opportunities so that students will be able to start field training before the third grade at high school and have opportunities more than twice or three times. In addition, it is more effective for people who are related to field-training programs to help each other rather than to make special teachers or agency supervisor take charge of all the duties. One of the most important tasks to be achieved to increase the quality of field training is to establish relations with various industrial enterprises. Special schools are also required to exchange opinion and information with industrial enterprises involved as much as possible. Principals of special schools are bound to have a strong will to improve industry field training system and parents who have children with mental retardation should be concerned with and support it. Industrial enterprises in community and organizations involved in vocational rehabilitation(VR) services should cooperate.