특수학교 교사의 IEP 계획시 전환교육 중요도와 실행도에 대한 인식 특성 = (The) Feature of Recognition for the Importance Rate and Execution Rate of Transition Education When IEP Planning of Special School Teacher

다국어 초록 (Multilingual Abstract)

This study surveyed the feature of recognition for the importance rate and execution rate of transition education with the existence of variables, that is, the gender difference of teacher, special educational experience, types of certification, main disability area of the school, different class of the school and IEP(Individualized Education Program) plan for the teacher of special school by the existence of transition education training. The purposes of study was the teacher majoring special subject of study and working in 20 special middle schools of Jeollabuk-do, Jeollanam-do and Gwangju City. And the questionnaire was collected by the posting and analyzed for the statistics.
The data was analyzed and came into the conclusion based on the following results.
First, the teachers with under 0-5 years and 5-10 years of teaching experience recognized the importance rate of transition education by the teaching experience for the special education more than the teachers with 15 years of teaching experience, and teachers of visually impairment school recognized importance rate on the transition education for the disability area more than the teachers of auditory impairments school, and trained teacher recognized the importance rate of transition education more than the untrained teachers for the existence of training.
Second, the teachers with more than 10 years of special educational experience performed the transition education more than the teachers with 5-10 years of special educational experience, and the special teachers executed the transition education more than the general teachers for the execution rate with existence of the certification.
Third, the importance rate of transition education and its execution rate showed higher correlation with IEP plan for teachers in the special school. All subordinate area of importance rate showed higher correlation with IEP plan of execution rate and there were significance in the participation of student/family for the importance rate and participation of student/family for the execution rate, IEP form of importance rate and IEP form of execution rate , cooperation with related institute for the importance rate and cooperation with related institute for the execution rate, evaluation and modification of importance rate and evaluation and modification of execution rate, multi-disciplinary team participation of importance rate and multi-disciplinary team participation of execution rate, and the content of instructor's goal related to the transition of importance rate and the content of instructor's goal related to the transition of execution rate.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 개별화 교육 프로그램 = 5
• 2. 전환교육 = 9
• Ⅲ. 연구방법 = 18
• 1. 연구대상 = 18
• 2. 측정도구 = 20
• 3. 연구절차 = 22
• 4. 자료처리 = 23
• Ⅳ. 결과 및 해석 = 24
• 1. 전환교육 중요도에 대한 인식 특성 = 24
• 2. 전환교육 실행도에 대한 인식 특성 = 29
• 3. 전환교육 중요도와 실행도 간의 상관관계 = 34
• Ⅴ. 결론 및 제언 = 37
• 참고문헌 = 40
• ＜Abstract＞ = 44
• 전환교육 중요도와 실행도에 대한 인식 설문지 = 46