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Analysis of importance and performance on Best Practices of the Results-Based Transition Education Recognized by Teacher at School for Intellectual Disabilities Children

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(1), pp.93-122
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

박은희 1,  Insoo Cho 2

1대구달성초등학교
2대구대학교

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ABSTRACT

The present study purposed to survey teachers’ perception of best practice in transition. For this study, we surveyed 325 teachers at 91 special schools for intellectual disabilities children throughout the country concerning their percep -tion of best practice in transition. Data on teachers’ perception level were analyzed through descriptive statistics, t‐test, F‐test in order to compare importance and performance level, perception according to teachers’ back -ground variables. The conclusions of this study are as follows. First, the importance of best practice in transition was perceived high by the teachers at special school for intellectual disabilities children, but the performance of best practice in transition was perceived relatively low. Perception on importance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, business and industry linkages with schools and perception on performance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, career and vocational assessment and education. In addition, Perception on importance was very low for career and vocational assessment and education , and perception on performance was very low for competitive paid work experience. Second, the teachers’ perception was different according to their sex, experience, qualification, organization and training in charge. Best practice in transition suggested in this study are items for executing transition education in school. In addition, they can be utilized as materials for developing transition education and tools applicable in the field of school education.

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