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The Effects of Interpersonal Social Function-centered Transition Education Program to Promote Social Competence of Students with Mental Retardation

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2007, 8(2), pp.455-474
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Insoo Cho 1 전보성 2

1대구대학교
2안동영명학교

Accredited

ABSTRACT

The study is to find out the effects of interpersonal social function-centered transition education program to promote social competence of students with mental retardation which contain the teacher perferred social behavior, peer perferred social behavior, and school adaption behavior. The conclusions of the study drawn from results are as follows;First, The interpersonal social function-centered transition education program have an effects on teacher perferred social behavior in each group, students with mental retardation and general students. Second, The interpersonal social function-centered transition education program have an effects on peer perferred social behavior in each group, students with mental retardation and general students.Third, The interpersonal social function-centered transition education program have an effects on school adaption behavior in each group, students with mental retardation and general students.The findings of this study shown that interpersonal social function-centered transition education program testified to have effects of social competence. In field, it should be needed for students with mental retardation to serve interpersonal social function-centered transition education program. And when drawing up IEP fitting to present leveling of individual student, in case of making composition to long term object and short term object with together interpersonal social function-centered transition education program, think that effects of education will be elevated more.

Citation status

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