특수학교 전환교육 실행수준과 촉진방안 = (The)study on level of implementation and improvement plan of transition education in special schools

국문 초록 (Abstract)

이 연구는 특수학교의 전환교육 실행수준을 밝히고 촉진 방안을 제시하는데 목적이 있다. 생태학적 체제를 연구의 이론적 모델로 하여 전환교육을 실행하는데 있어 중요한 구성요소인 최상의 실천 사항과 실행역량을 고찰하였다.
연구의 목적을 밝히기 위해 혼합연구방법을 사용하여 양적 연구방법으로는 설문조사를 실시했고, 질적 연구방법으로는 면대면 인터뷰를 실시했다. 전환교육의 실행수준을 밝히기 위해 고등부 과정이 개설된 전국 특수학교를 대상으로 설문조사하였고, 전환교육 실행의 촉진 및 방해 요인을 밝히기 위해 반구조화된 설문지를 사용하여 전환교육부장교사와 면대면 인터뷰를 실시했다. 양적 자료 분석은 기초통계량과 상관관계, 중다회귀분석을 사용했고, 인터뷰 자료 분석 기준을 사용하여 질적 자료를 분석했다.
연구의 결론은 다음과 같다.
첫째, 특수학교 전환교육 실행 수준은 전환교육을 위한 최상의 실천 사항에 대해서는 높게 동의하는 반면, 낮은 실천 정도를 보인다. 그리고 실행역량 수준은 보통으로 전환 담당 인력이나 자원, 훈련이 부족한 상태이고 행 · 재정적 지원에 있어 전환교육을 실행하기에 어려움이 있다. 최상의 실천 사항에 대한 적용력, 전환교육 프로그램에 대한 부모의 인식, 학교의 전환교육 필요성이 특수학교 전환교육 실천 수준에 가장 많은 영향을 미치고 있다.
둘째, 특수학교는 전환교육 실행에 있어 전환계획수립, 교육과정 운영, 작업배치 장소, 이동수단, 학교의 위치와 규모, 부모의 인식과 태도, 행 · 재정적 지원, 학교장의 인식, 전환교육 담당 인력, 추수지도 자원, 지역사회 기관의 협력, 지역사회 업체와 관계성 맺기 등에 어려움이 있다. 이에 대한 구체적인 지원 체제가 마련되어야 한다.
앞으로 우리나라 특수학교의 효율적인 전환교육 실행을 위해 최상의 실천사항의 구성요소에 대한 구체적인 분석연구가 필요하다. 그리고 개별화전환계획수립의 효율성 제고와 전환교육의 실행과정에 영향을 미치는 요인들을 밝히기 위한 횡 · 종단적인 연구가 필요하다.

다국어 초록 (Multilingual Abstract)

This study is an attempt to determine the levels of implementation of the best practice for transition education of students with disabilities and is an attempt to suggest its improvement plan. The study is adapted ecological system as a theoretical model in order to investigate the best practice and implementation capacity for transition education.
To achieve the goals of this study, the method of this study is adapted mixed method, quantitative study used questionnaire, qualitative study used a semi-constructed questionnaire.
The study considered national special schools which offered high school course. A total of 120 questionnaires for finding out levels of implementation of transition education were mailed to the Transition Education Department Head at each school. A total of 98 questionnaires were completed and returned. And semi-constructed questionnaires for finding out facilitation and barrier factors were interviewed with 14 Transition Education Department Head at each school.
The questionnaires were entered into the statistical analysis program SPSS/WIN 10.0 version. Descriptive statics and correlational research were conducted on all items in the questionnaire. Frequencies and descriptive statics were calculated on implementation capacity. Regression tests were performed on indicators of implementation capacity and actual transition including each transition education and collaboration means to determine which of the indicators of implementation capacity best predicted actual practices. The semi-constructed questionnaire was analyzed into an interview data sheet.
The conclusions of this study are as follows;
Frist, in levels of implementation of best practices, the findings showed that respondents thought positively of all the best practices for transition education in levels of agreement of best practices. While respondents thought doing "sometimes" to all of the best practices for transition in levels of application of best practices. In levels of implementation capacity for transition education, the findings showed that respondents thought "agree somewhat" to all of the items for implementation capacity, but there are difficulties in implementing transition education due to in sufficient financial resources, personnel and supplies, and the skills to implement practices. In regression on actual transition to determine the indicators of implementation capacity, the findings showed that the indicators that best predicted actual transition education and collaboration were adaptability to a school's current procedures and organization, importance to parents of special education students, and necessity at school.
Second, the findings showed that there are many difficulties in implementing transition education due to individualized transition planning, curriculum management, job placement, transportation, a school's location and size, parent's attitude, financial resources, personnel and supplies, principal's attitude, transition coordinator, follow-up studies, collaboration with community agency, making relationships between schools and the community. Therefore, it should be concretely supported for facilitating transition education to special schools.
This study suggests that further studies focused upon follow-up studies to measure the effectiveness of formal transition planning efforts, as well as longitudinal studies of students who went through the transition process to reveal the long-term effects of transition planning and the many other factors that effect outcomes.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 장애학생과 전환과정 = 6
• 2. 전환교육의 최상의 실천 사항 = 9
• 3. 전환교육의 생태학적 접근 = 11
• 4. 전환교육의 실행역량 = 25
• Ⅲ. 연구 방법 = 31
• 1. 연구 대 = 31
• 2. 연구 도구 = 32
• 3. 연구 절차 = 34
• 4. 자료 분석 = 35
• Ⅳ. 연구 결과 및 논의 = 37
• 1. 전환교육의 실행 수준 = 37
• 2. 전환교육의 촉진 방안 = 55
• Ⅴ. 결론 및 제언 = 107
• 1. 결 론 = 107
• 2. 제 언 = 111
• 참고문헌 = 112
• 영문초록 = 128
• 부 록 1. 장애학생의 전환교육 실행수준에 관한 조사지 = 130
• 부 록 2. 인터뷰 질문 사항 = 134
• 부 록 3. 인터뷰 자료 분석표 = 136
• 부 록 4. 최상의 실천 사항에 대한 문헌 출처 = 139
• 부 록 5. 실행역량에 대한 문헌 출처 = 144

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