VITAS 작업표본과 전환기 발달장애 청소년 진로 의사결정 연구 = The Effects of VITAS work samples on career decision of adolescents with developmental disabilities in transition services

다국어 초록 (Multilingual Abstract)

For students with disabilities, employment after high school is far from positive. This becomes worse for students with developmental disabilities due to their cognitive, perceptional, and communication problems. It is also hard to make career decision before graduation since enough vocational information has not been provided. Numerous studies, however, reported that transition services which reflect student preferences were effective in improving career decision and the employment rates.
The career development functions of work samples within the transition programs are attractive. But our special schools and rehabilitation centers seldom use work samples in career planning so that students have few chances of career exploration and self determination. Therefore this study is to determine whether undergoing a work-sample-based evaluation is associated with facilitating career decision and to find out vocational aptitudes and interests for future vocational training in special schools.
In order to accomplish the aforementioned, 31 clients from special high schools and a rehabilitation center were administered the Career Decision Scale before and after the VITAS work samples evaluation. Among the persons with developmental disabilities, autistic or mentally retarded adolescents were studied.
The results of this study indicated that career decision of youth in transition services were improved after they participated in the VITAS work samples evaluation. The work samples worked equally well for all clients regardless of gender or disability. Vocational aptitudes of adolescents with developmental disabilities were found in the following areas: manual dexterity, sorting, inspection, measuring or related fields. They are also interested in fixed, concrete and organized activities, materials control, mechanical work, or unsociable activities.
In conclusion, this study supported previous researches that work samples evaluation is useful to clients with cognitive or language disorders, and career decision skills can be improved through career awareness and exploration experiences. Many researchers suggested that self determination such as career decision is an important factor in job satisfaction and job tenure. This is also true for the employers so that they would have more positive attitude in hiring people with disabilities.
Most of the present transition programs in special schools and rehabilitation centers are inappropriate because they provide training in old-fashioned job tasks without consideration of the self determination of careers.
Thus, it is necessary for special schools and rehabilitation centers to include work sample evaluation in transition programs and to improve the quality of life of the persons with developmental disabilities.
Besides, the youth with developmental disabilities are recommended to be trained for vocational tasks that require spatial and form perception, eye-hand coordination, color discrimination, or manual and finger dexterity. This means that they have good possibilities of job success within these interest areas such as measurement or product inventory. Especially, the autistic people are working at a variety of jobs (research, high technology industries, sales and so on) and have high job-tenure rates.
Although they have those advantages, their vocational capacity and potential are devaluated due to the cognitive and behavioral problems. In this regard, the special school and rehabilitation center personnel should be more sensitive to the job market situation within their community and provide more diverse and up-to-date vocational education to promote the employment rates.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 의의 1
• 2. 연구 목적 5
• 3. 용어 정의 5
• II. 이론적 배경 7
• 1. 전환기교육 7
• 1) 전환기교육의 개념 7
• 2) 진로교육 10
• 3) 전환기교육의 발전과정 11
• 4) 발달장애학생의 전환기교육 15
• 5) 특수학교 졸업생 취업유형 25
• 6) 특수학교 직업교과과정의 문제점 30
• 7) 장애아동 부모의 직업교육과 취업에 대한 인식 32
• 2. 진로 의사결정이론 34
• 1) 특성이론 34
• 2) 심리이론 35
• 3) 발달이론 36
• 4) 진로 의사결정 38
• 3. 전환기교육과 직업평가 40
• 1) 전환기교육에서 직업평가의 기능 40
• 2) 우리나라 전환기교육에 있어 직업평가 43
• 3) 작업표본평가 44
• 4) 학교중심 직업평가 48
• III. 연 구 방 법 50
• 1. 연구 대상 50
• 1) 연구대상의 가족인구학적 특성 50
• 2. 측정 도구 51
• 1) 진로결정척도 51
• 2) VITAS 작업표본 52
• 3. 연구 설계 57
• 4. 연구 절차 58
• 1) 장 소 58
• 2) 기 간 58
• 5. 자료수집 방법 59
• 6. 자료 분석 59
• IV. 결과 및 논의 60
• 1. 진로결정 60
• 1) 발달장애 청소년 진로결정 60
• 2) 발달장애 청소년 장애유형별 진로결정 61
• 3) 장애유형간 진로결정 63
• 4) 발달장애 청소년 성별 진로결정 66
• 2. VITAS 작업표본 68
• 1) 직업적성검사 68
• 2) 직업흥미검사 71
• V. 결론 및 제언 74
• 1. 요약 74
• 1) 진로 의사결정 74
• 2) 직업적성 및 직업흥미 75
• 2. 결론 76
• 3. 제언 76
• 참고문헌 79
• Abstract 98
• 부록 101

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