정신지체학생의 관련변인에 따른 전환 수행능력

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate transitional competence according to correlated variables(intelligence, social maturity, gender, and grade) of student with mental retardatiion.
The subjedts were 192 students with mental retardation in special schools in Gyeongbuk and Taegu Province.
In order to measure transitional competence, the Transition COmpetence Test which was developed by Korean National Institute for Special Education(KISE,1997) and t-test was employed to analyze collected data from students.
The findings were as follow;
First, ther was an difference in transitional competence score among intelligence level students with mental retardation. In transitional competence score of the personal living, education and independent living, high group students showed higher than low group students. Especially, independent daily living skills, money managemnet, household administration, community based living, luisure and recreation and personal safety is lower than other sub-scales.
Second, there was an difference in transitional competence score among social maturity level students with mental retardation. Students with hogh group showed higher score on transitional competence than low group. In transitional competence score of the personal living, deucation and independent living, students with high group showed higher than low group students.
Third, ther was no difference between gender students with mental retardation in the transitional competence core.
Forth, there were significant differences within the grade group of stedents with mental retardation. And, middle school and high school group have higher transitional competence score than promary school group.
A major recommendation of this study is that there should be used in educational and living on transitional competence according to correlate variables of student with mental retardation. Based on ther rinding, it is suggested that special schools should develop their own transitional competence program which considers the related variables of students with mental retardation.

목차 (Table of Contents)

• 목차
• I. 서론=1
• 1. 연구의 필요성=1
• 2. 연구의 목적=4
• 3. 용어의 정의=4
• II. 이론적 배경=6
• 1. 정신지체학생 전환교육의 발달=6
• 2. 전환교육의 내용과 영역=10
• 3. 전환교육의 방법=19
• 4. 전환 수행능력의 평가=26
• III. 연구방법=35
• 1. 연구대상=35
• 2. 조사도구=36
• 3. 자료수집 절차=37
• 4. 자료 처리 및 분석=37
• IV. 연구결과=39
• 1. 지능수주에 따른 전환 수행능력 차의 비교=39
• 2. 사회성숙도 수준에 다른 전환수행 능력 차의 비교=47
• 3. 성별에 따른 전환 수행능력 차의 비교=55
• 4. 학교급별에 따른 전환 수행능력 차의 비교=58
• V. 고찰=64
• 1. 방법에 대한 고찰=64
• 2. 결과에 대한 고찰=65
• VI. 결론 및 제언=71
• 1. 결론=71
• 2. 제언=72
• 참고문헌=74
• 영문초록=80
• 부록1. 전환능력검사=82
• 2. 전환교육에 관한 교사연수용 자료=89