전환교육 프로그램 적용이 정신지체 학생의 자율성과 자아실현에 미치는 효과 = (The) Effects on Autonomy and Self-realization of Mentally Retarded Students after Training with Transitional Education Program

다국어 초록 (Multilingual Abstract)

The aim of this study is to discover the effects on autonomy and self realization which consist of job adaptability after applying the transitional education program to the four mentally retarded highschool students. The program used in this study was carried out through 5 months mainly in Homeroom and Classroom Activity classes.
The conclusions regarding to autonomy and self-realization related with self-determination in transitional education program are as follows:
First; There is much effective improvement in autonomy after a long effective and systematic training, after having been used self-determination program as an intervention. Because autonomy is both men-tally retarded students' weakness and their must, there is much improvement after a long time of training. From daily living, self-management, the role of one's home activity, the interaction among their environment, leasure and leasure time, participation in society and its' interaction, to their future and job selection and the method of their life. Autonomy is proved a very important element for their future life. And also it is proved that autonomy should be achieved in school and students must have that ability during their school days.
Second, there is also much improvement in their self realization after training. After a long time of training, one student gets a part-time job as a cleaning man in a game room. The other 3 students can have much improved self-realization ability. Compared with their ability before one year one student can buy her favorite tape in store and can willingly help her parents who run a steak store. And one boy student can catch fish in the river and sell it in the market, and make money for his own allowance. And the last boy student can feel interest in arithmetics and always he can bc engaged in calculations and so he wants to go to school. And their attitudes in all are changed into from the negative to the positive.
The suggestions related with this experience are as follows:
First; it is necessary and desirable to adopt this training to another different schools because it has a restriction that it was only applied to general schools. Second; it is desirable that the program should be applied to the students who have more severe level of mentally retarded students. And it's program can be changed a little more and various situations. Third; it is necessary that the program should be applied in special school and special class where people can easily get and discuss their various and professional knowledge and opinions about special education. Fourth; it is also necessary that a follow up study should be carried out and we should have much understanding about mentally retarded students between us.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 5
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 정신지체학생의 전환교육 = 6
• 2. 전환교육과 자율성 = 11
• 3. 전환교육과 자아실현 = 19
• Ⅲ. 연구 가설 = 27
• Ⅳ. 연구 방법 = 29
• 1. 연구 대상 = 29
• 2. 실험 설계 = 32
• 3. 연구 도구 = 33
• 4. 연구 절차 = 35
• 5. 자료 처리 = 36
• Ⅴ. 결과 및 논의 = 38
• 1. 자율성 = 38
• 2. 자아실현 = 51
• Ⅵ. 결론 및 제언 = 59
• 1. 결론 = 59
• 2. 제언 = 60
• 참고문헌 = 62
• 영문초록 = 73
• 부록Ⅰ. 전환교육 프로그램 내용 = 76
• 부록Ⅱ. 자기 결정력 검사 = 94
• 부록Ⅲ. 각종 평가 측도 = 99