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The Effect of Subject Integration-based Transition Education Program on Performance on Restaurant Use Skills for Middle School Student with Intellectual Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(3), pp.1-36
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kim,Young-Jun 1 Kang, Kyung Sook 1

1원광대학교

Accredited

ABSTRACT

A transition education is becoming a life-cycle education that supplements a teaching method for each field (society, job, housing life, and etc) required for the future plan for an adult life of students with intellectual disabilities, and promotes it to integratively and associatively apply on each school stage of intellectual disabilities. The purpose of this study is to adopt the arbitration program and method of previous research, Kim Youngjun, Kang Gyeongsook, and Kim Jooyoung (2012) that integratively designed a transition education program and special education social studies and apply it on one middle school student with intellectual disabilities in order to find its effects. The subordinate assignment skills of restaurant use skills, which is the dependent variable applied in this study, are finding a restaurant, ordering food, and eating skill. The multiple baseline probe design across behaviors was used for the study design. The professor applied in this study mutually performed local community intervention and class intervention, and methods and tools such as reaction facilitation, visual clue, token reinforcement, self monitoring, roleplaying, video modeling, food order menu, and restaurant map were applied at the level of integrated package of multiple factors. Restaurant search skill, food ordering skill, and eating skill of the target student have increase and the acquired skills were maintained even after intervention. It is also effective in generalization measurement about three objective skills. The results of this study can be used as basic data to prove effectiveness of mutual integration types of various curriculums of a special education.

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