일상생활중심 전환교육 활동이 정신지체아의 주거생활과 일상생활기술에 미치는 효과

다국어 초록 (Multilingual Abstract)

It is important that students with mental retardation have various experience necessary to daily life and vocation life in order to have indispensible skill for adult life with disability. In considering these realities, the purpose of this study was composed. The purposes of this study were to find out the effect of daily life based transition education program on residing life and daily life skill for children with mental retardation.
In order to accomplish this purpose, the subjects of this study selected were 20 students(including male and female students) in special school(H school) for mental retardation located in I city in Junbook province. Pre-test was carried out in counselling and interview pattern by the author of this study and one responsibility teacher. The pre-test was practiced 2 times every week, total 4 times, from March 12 to March 24, and post-test was practiced 2 times every week from October 29 to November 10.
For the data analysis of this study, SPSS 10.0 for windows was used.
t-value was calculated by t-test, for the difference between pre-test and post-test, and between male and female about each area of residing life skill and daily life.
The results of this study drawn from above process were as follows:
First, daily life based transition education program had positive effects on the advancement of residing life skill for children with mental retardation. Great changes about the skill of basic personal life and hygiene, wearing clothes and grooming, personal health management, clothes management, household affairs, cooking and preparing food, and so on, occurred. Daily life skill is necessary to independent life or living with family. It is anticipated that systematic instruction cooperated with home, school, society, and so on, can bring about the development of residing life skill.
Second, daily life based transition education program had positive effects on the daily life skill for children with mental retardation. Positive development about sub-factors of daily life skill including money, money management, time understanding and management, telephone using, public service, social life and leisure activity, sensing direction, moving, and so on, occurred. It can indicate that the more transition education is provided for children with mental retardation, the more improvement of daily life skill is anticipated.
The suggestions drawn from this study were as follows:
First, because the effect of daily life based transition education program is insufficient without participation of school, home, local community, public institution, effort for active participation of these institution is needed.
Second, in relating experimental applying, the subjects of this study are having regional limitation. Therefore, the enlargement and applying of this study for the more subjects and categories of disability than this study is needed in the future study.
Third, it is necessary to find out the effect of daily life based transition education program about long-term generalization and to practice follow-up study about the change of each item according to sub-areas of program.
Fourth, this study investigated only the effect of daily life based transition education program on residing life and daily life skill for children with mental retardation. But enlargement applying to vocation adaptation, vocation achievement, the preparation of vocation guide, and so on, is needed in the future study.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구 의의 = 1
• 2. 연구 목적 = 5
• 3. 용어 정의 = 6
• II. 이론적 배경 = 9
• 1. 정신지체아 전환교육과 일상생활 기능 = 9
• 2. 생활중심 전환교육 = 20
• III. 연구 방법 = 31
• 1. 연구 대상 = 31
• 2. 연구 설계 = 31
• 3. 연구 도구 = 32
• 4. 연구 절차 = 33
• 5. 자료 처리 = 35
• IV. 연구 결과 = 36
• 1. 주거생활기술 = 36
• 2. 일상생활기술 = 42
• V. 결론 및 제언 = 50
• 1. 결론 = 50
• 2. 제언 = 51
• 참고문헌 = 52
• 영문초록 = 60
• [부록 1] 일상생활 중심 전환교육 프로그램 = 63
• [부록 2] 기능적 적응행동 검사 = 71