초등학교 학습도움실 학생의 중학교 전이 서비스에 관한 질적 연구 = A Qualitative Study on Transition Services for Special Class Students of Elementary School to Middle School

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the actual conditions of transition services for students with disabilities from elementary school to middle school, to find how much people aware of transition services, and to contribute to the improvement of transition services. For this purpose, in-depth interviews have been conducted with five elementary school teachers, five special class teachers, and three parents of students who are in the sixth-year special class.
Questionnaires used in this study are categorized into three parts for the purposes of the research: (1) awareness of transition services, (2) the current state of transition services, and (3) improvement for better transition services. Based on these questionnaires, each interview has proceeded by talking about transition services of students in special class. Whole interview with questions and answers has been recorded and transcribed with interviewees’ consent.
The results of this study can be summarized as follows.
First, teachers lack exact understanding of the concept of transition services of students with disabilities. In order to provide students with successful transition services, it is the first and important step for teachers to know what transition services are. Therefore, comprehensive concept and guidelines regarding transition services should be provided for teachers.
The teachers and the parents responded to the interviews believe that transition services for students with disabilities are necessary. In order to make this possible, collaboration and interaction between special class teachers of elementary school and those of middle school are indispensable.
Second, although there are a few cases where transition services have being carried out, the services are not sufficient. The special class teachers who provided transition services for their students with disability had no documented programs during the planning and the execution of transition services. Furthermore, in case of regular class teachers, they mostly rely on special class teachers for almost entire education for students with disabilities and they educate students without concern about transition services.
Regarding focusing areas of education for transition services, the survey shows that the teachers mainly focus on individual life and social life of students and this meets the requirements of parents.
For obtaining information and materials for transition services, it is shown that consulting with parents is mostly used and, in case of teachers, they get information and materials from other teachers or Internet.
Third, the teachers believe that a good system should be established between elementary school and middle school for mutual supports and for exchanging information or materials about students with disabilities. It is also shown that the parents want more practical and systematic transition services than the teachers do. Hence, not only preparations and efforts of teachers, but also administrative and financial supports are desirable.
Both the regular class teachers and the special class teachers answered that they will participate in training courses related to transition services if provided. Therefore, offices of education should offer more training courses related to special education, particularly transition services, and include transition services related contents in the existing special education training courses. This would be helpful to potentially effective transition services for students with disabilities.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적
• 2. 연구 문제
• 3. 용어의 정의
• Ⅱ. 이론적 배경
• 1. 중학교 특수학급의 취학과정과 특성
• 2. 전이 프로그램의 개관
• 3. 초등학교에서 중학교로의 전이 프로그램
• 4. 특수교육에서의 질적 연구
• Ⅲ. 연구 방법
• 1. 연구 대상
• 2. 연구 도구
• 3. 연구 절차
• 4. 자료 분석
• Ⅳ. 결과 및 해석
• 1. 전이 서비스에 대한 인식
• 2. 중학교로의 전이 실태
• 3. 효율적인 전이를 위한 개선 방안
• Ⅴ. 결론 및 제언
• 1. 결론
• 2. 제언
• 참고문헌
• ABSTRACT