전환사정 실천사항에 대한 교사인식수준과 기준개발 = Teachers' perception of transition assessment practice and development of criteria

다국어 초록 (Multilingual Abstract)

The present study purposed to survey teachers’ perception of transition assessment practice, and to develop criteria for transition assessment practice. For this purpose, we reviewed previous research on teachers’ ability to perform transition assessment and school support to transition assessment based on theories related to transition assessment, and made a list of transition assessment practice items and developed criteria for transition assessment.
For this study, we surveyed 225 teachers at 30 special schools for mentally retarded children throughout the country concerning their perception of transition assessment, and developed criteria for transition assessment practice through factor analysis and Delphi survey. Collected data were analyzed through basic statistics, t？\test, F？\test, Scheffe’s test, and content validity analysis.
The conclusions of this study are as follows.
First, the importance of transition assessment practice was perceived high by the teachers at special school for mentally retarded children, but the performance of transition assessment practice was perceived relatively low. Perception on importance was high for parent counseling, council organization, community development, and vocational skill assessment, and perception on performance was high for the collection of students’ background information, parent counseling, and future dreams and hopes. In addition, Perception on importance was very low for students’ residence and finance, and perception on performance was very low for the method and knowledge of transition assessment, and the choice and supplement of assessment tools appropriate for mentally retarded students. The teachers’ perception on transition assessment practice was different according to their teaching experience, organization, number of students, qualification, and training.
Second, the developed criteria for transition assessment practice were composed of 3 areas and 32 items (teacher’s ability to perform ？C 10 items; student？\related practice ？C 14 items; and school support ？C 8 items). These items are specific things to be practiced in transition assessment in relation to students, teachers and schools.
Criteria for transition assessment practice suggested in this study are items for executing transition education in school. In addition, they can be utilized as materials for developing assessment procedures and tools applicable in the field of school education. Furthermore, it is necessary to develop various assessment tools that can be utilized in school and can provide comprehensive information.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구 의의 = 1
• 2. 연구 목적 = 5
• 3. 용어 정의 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 전환교육의 과정 = 7
• 2. 전환사정 = 13
• 3. 전환사정 실천사항 = 37
• 4. 교사인식과 기준개발 = 41
• Ⅲ. 연구 방법 = 45
• 1. 연구 대상 = 45
• 2. 연구 도구 = 46
• 3. 연구 절차 = 48
• 4. 자료 분석 = 49
• Ⅳ. 연구 결과 = 51
• 1. 전환사정에 대한 정신지체학교 교사의 인식수준 = 51
• 2. 전환사정 실천사항에 대한 기준 = 57
• Ⅴ. 논의 = 69
• 1. 방법의 논의 = 69
• 2. 결과의 논의 = 73
• Ⅵ. 결론 = 81
• 1. 결론 = 81
• 2. 제언 = 83
• 참고문헌 = 84
• (Abstract) = 95
• [부록 1] 전환사정 실천사항에 대한 조사지 = 97
• [부록 2] 제 1차 델파이 조사지 = 101
• [부록 3] 제 2차 델파이 조사지 = 105
• [부록 4] 전환사정 실천사항에 대한 전문위원 승낙서 = 109
• [부록 5] 내용타당도(CVR) = 110

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