장애인 전환계획 수립을 위한 사정전략에 관한 연구

다국어 초록 (Multilingual Abstract)

This study is stressed the need of transition education facilitating the post-school adjustment of students with disabilities and individualized transition plan (ITP) based student's demands and preference. and The concrete purpose of this study is to investigate strategies of transition assessment for successful individualized transition Plan.
I show that aims of this study arc as follows;
First, to make out a historical background and d shifts of transition.
Second, to investigate domains of student's assessment and transition education.
Third, to find out strategies of assessment in transition education.
The conclusions drawn from the discussions are as follows:
First, Transition education service for students with disabilities have changed it along times from narrow option of vocation curriculum, approach to supported employment model for individuals with serious disabilities, approach T to career education model based upon life centered education and school-to-work transition model which emphasizes to establish a plan for either employment or additional vocational training of a handicapped student who will leave school, to approach to the independent living and community adjustment model focused upon community adjustment and other aspects of adult life as well. As the process, we grasp that the concept of transition services has moved to comprehensive support system to share the responsibilities for students with disabilities.
Second, The result drawn from the discussion which investigated quality of life and transition needs for individuals with disabilities shown that a successful transition from school to working life should be considered factors in self-determination, communication and academic performance, further education and training, employment, leisure and recreation, health and fitness, interpersonal relationships. So students with disabilities should be assessed appropriately within range of transition related factors during school age. And after collecting the information through the process of transition assessment, there is necessary for systematic approaches which threw the domains of transition assessment into student' transition plan. Also, Application of transition assessment information should be supported to facilitate the postschool adjustment of students with disabilities together with students, families and related-agencies.
Third, As moving school to adulthood, Assessment procedures to be so important domains within all range of transition plan. and It be in need of transition assessment through gathering information on the individual-analysis of background information, interviews/questionnaires, psychometric instruments, work samples, curriculum-based assessment techniques and situational assessment, and methods of analyzing environments-analysis of living environment, job analysis, program analysis, analysis of resources in target environment, also interagency cooperation within all range of transition assessment- students with disabilities, families and so on.
Considering above conditions, I suggest the following:
First, transition education for students with disabilities should be worth deliberation with school-based in order to display one's possibility and satisfaction with community and emotion and so on.
Second, There should be further studies Individualized Transition Planning (ITP) for transition education.
Third, Support agencies related to transition assessment which has many difficulty in checking omit and overlap in service should be develop through rational coordination among agencies.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 방법 = 3
• II. 전환교육서비스로의 이동 = 6
• 1. 전환교육의 배경 = 6
• 2. 전환교육의 개념과 전환서비스 = 15
• 3. 전환교육과 관련 법률 = 29
• III. 전환교육과 전환사정 = 38
• 1. 장애인과 삶의 질 = 38
• 2. 장애학생의 전환계획과 전환사정 = 45
• IV. 전환교육의 사정전략 = 53
• 1. 전환교육의 사정적 관점 = 53
• 2. 개별 사정 정보 수집 전략 = 60
• 3. 전환계획수립의 사정 과제 = 74
• V. 결론 및 제언 = 84
• 1. 결론 = 84
• 2. 제언 = 85
• 참고문헌 = 86
• 영문초록 = 106