장애학생의 자기결정에 대한 인식 및 성인기 전환과 관련된 자기결정 개념의 실제적 적용에 관한 질적 연구 = A Qualitative Inquiry on the Perceptions of Students with Disabilities regarding Self-Determination and Application of Self-Determination for Transition to Adulthood

국문 초록 (Abstract)

본 연구는 장애학생들이 자기결정에 대해 얼마나 이해하고 있는지, 미래 성인기 전환 및 학교생활에 관련하여 자기결정의 개념을 실제적으로 얼마나 적용하고 있는지 장애학생 본인들의 생각을 통해 직접 조사하고자 실시되었다. 이를 위하여 중고등학교 특수학급 및 특수학교에 재학 중인 33명의 장애학생들과 심층면담을 실시하였으며 수집된 면담자료를 질적 분석한 결과 다음과 같이 4가지 주제가 도출되었다: (1) 자기결정에 대한 인지도, (2) 성인기로의 전환을 위한 꿈과 계획, (3) 이상적인 성인역할모델과 그와 관련된 중요기술들, (4) 성공적인 전환을 위해 학교생활에 있어 필요한 지원. 이러한 결과를 바탕으로 논의에서는 장애학생들의 자기결정에 대한 인지도를 향상하고, 성인기로의 성공적인 전환과 관련하여 자기결정을 실제적으로 적용하기 위한 제언들이 제공되었다.

다국어 초록 (Multilingual Abstract)

Self-determination has been considered as a best practice for successful transition as well as an index for quality of life of people with disabilities. As attentions have been paid to promotion of self-determination of students with disabilities, many research on self-determination have been conducted in Korea. However, given that self-determination should be applied with a careful consideration of cultural context, it is needed to study the concept of self-determination within Korean cultural context. Investigating perceptions on self-determination may be an entry point for a study of self-determination within cultural context. Especially, considering that students with disabilities are primary causal agencies of self-determination, it is necessary to investigate perceptions of students with disabilities on self-determination and degree to which they apply the concept of self-determination for transition to adulthood. The purpose of this study was to investigate the degree to which students with disabilities perceive self-determination and they can apply the concept of self-determination for transition to adulthood by listening to students' opinions and thoughts. For this purpose, 33 middle and high school students with disabilities, who were educated in special schools and special education classrooms, were interviewed. From the qualitative analysis, four themes emerged as follows: (a) awareness of self-determination, (b) vision and plan regarding transition to adulthood, (c), ideal adult role model and important skills needed to be like the role model, and (d) supports needed in schools for successful transition to adulthood. Based on the findings, further implications were provided in order to improve perceptions of self-determination and to facilitate better application of the concept of self-determination for transition to adulthood.

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