정신지체학교 교사와 부모의 전환교육에 대한 인식

다국어 초록 (Multilingual Abstract)

In recent, special education system emphasizing full inclusion and transition education for improving quality of life for children with disabilities is practicing transition education using various types and methods in each school field. Therefore, this study accomplished questionnaire survey for total 220 subjects composed of 110 teachers and 110 parents of school for children with mental retardation in order to find out understanding realities about transition education.
The results of this study were as follows:
First, The thought of teachers and parents about transition education for adaptation and integration to local community revealed that teacher, student, and parent must consult together education contents, that the class hour of vocation guidance from middle school must be basis on transition education, and that all facilities of school and local community must be utilized.
Second, The thought of teachers and parents about transition education revealed that transition education based on a responsible teacher for vocation guidance who can diagnose and evaluate must be practiced and must be correlated with home for basic self help and selection and management of household utensils, and that the welfare society for individual with disability must be responsible for cooperation related to local industries, and that school must be responsible for follow-up guidance.
Third, the first problem about practicing transition education was poor understanding and poor cooperation of local industries related. To solve this problem, prior task was enlargement of conceptional understanding about transition education.
These results indicate that teachers and parents of the school for children with mental retardation is recognizing importance and necessity about transition education but is having different opinion about concrete methods of transition education. Therefore it is anticipate that the results of this study can be basic data needed for transition education and can provide great help for practicing transition education of school field.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• II. 이론적 배경 = 4
• 1. 전환교육 개념과 과정 = 4
• 2. 전환교육과 교사 = 9
• 3. 전환교육과 부모 = 13
• III. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 연구 도구 = 19
• 3. 연구 절차 = 21
• 4. 자료 처리 = 21
• IV. 연구 결과 = 22
• 1. 전환교육 내용과 실시 방법 = 22
• 2. 전환교육 관련 인사 및 타 기관과의 연계 = 33
• 3. 전환교육의 문제점과 개선방법 = 48
• V. 결론 및 제언 = 52
• 1. 결론 = 52
• 2. 제언 = 53
• 참고 문헌 = 55
• 영문 초록 = 59
• 부록 = 61