성과중심 전환교육의 자기결정 구성요소와 지원전략 = Component Elements and Strategies of Self-Determination for Outcome-Based Transition Education

국문 초록 (Abstract)

전환교육성과로써의 자기결정과 자기결정교육의 필요성 및 전환교육서비스와 자기결정에 대해 탐색했다. 많은 전환교육 요소 중에서 21세기에는 장애인의 자기결정 능력 배양이 그들의 삶에 중요한 요소로 대두되게 되었다. 자기의 삶의 선택에 대한 통제력인 자기결정 능력을 장애인과 비장애인을 구별하는 핵심적인 특징이라고 하기도 한다. 자기 스스로 독립된 생활을 하면서 자립을 이루어야 하는 장애인들에게는 한마디로 필수적으로 획득되어야만 하는 요소인 것이다.
전환교육의 핵심요소로 자기결정이 등장을 했고 학교 재학 중에 이 능력의 배양이 필수적이고 이는 성인생활에서 장애인의 삶의 질을 결정하는 핵심적인 요소가 된다. 그러나 장애인의 자기결정 능력 배양은 쉽지만은 않은 어려운 과제다. 장애인의 요구와 선호와 흥미를 고려해서 그들이 살고 있는 지역사회 안에서 질적인 삶을 최대한 누릴 수 있도록 뒷받침을 해주는 전환교육이 궁극적인 목표이다.

다국어 초록 (Multilingual Abstract)

This study is to inquire what kind of relationships between transition and self-determination. During 20th century, especially for the handicapped, transition becomes critical and essential for them. And the self-determination is closely related with their quality of life. So to promote their ability to be self-determined is taught during their attending schools then it will affect their lives of adulthood. So I want to investigate as follows; first, what is self-determination as an education and transition outcome? Second, the necessity of the self-determination education for the handicapped nowadays. Third, what kind of relationships are there between transition services and self-determination?
To investigate the first aim, I want to review historical roots of self-determination, factors providing impetus to self-determination, link between self-determination and positive adult outcomes and so on. It is not necessary to discuss the necessity of self-determination for the handicapped. It's essential and critical element for them that they should learn during their attendance in school.
In order to investigate the second aim, self-determination as an education and transition outcome, I want to know what self-determination is, essential characteristics of self-determined behavior, component elements of self-determined behavior such as choice-making; decision-making; problem-solving; goal-setting and attainment; independence, risk taking and safety; self-observation, evaluation, and reinforcement; self-instruction; self-advocacy and leadership; internal locus of control; positive attributions of efficacy and outcome expectancy; self-awareness; self-knowledge.
Ensuring that students with and without disabilities are self-determined will be as complex and difficult a process as comparable efforts to ensure that students with disabilities attain gainful employment or community involvement. Skills development in the component elements of self-determined behavior is one key to success; and many proven, effective practices are available that teachers can use to achieve this outcome.
To investigate the third aim, I studied what kind of relationships between transition services and self-determination are there. Of course there are many strategies to promote self-determined abilities. And we should combine many methods to promote their abilities during school days for later adulthood life. When they accomplish this ability, self-determination, they can live as a common people in this world though they have disabilities.
The concept of self-determination is rapidly gaining attention and acceptance within the disability fields. The focus on self-determination is particularly strong in the transition from school to adulthood movement. So it is necessary for us to cooperate to help them to achieve their self-determination using many methods and strategies. To involve student in their writing IEP, make them participate in community-based activities, find out their strengths and weaknesses to take into consideration their development. Above all we should cooperate in helping their true development with self-determination.

목차 (Table of Contents)

• Ⅰ. 서론 157
• Ⅱ. 자기결정 발전의 배경 159
• Ⅲ. 자기결정 행동 구성요소 166
• Ⅳ. 전환교육 서비스와 자기결정 지원전략 174
• Ⅴ. 결론 182

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