Characteristics of Teacher Support in according to Preparation of University-based Transition Program for Students with Intellectual Disabilities (지적장애학생의 대학 기반의 전환 프로그램 준비에 대한 교사의 지원 특성)

Rhee Kun Yong (이근용); PARK, JUNG-SIK (박정식)

doi:10.19049/JSPED.2017.18.3.02

Characteristics of Teacher Support in according to Preparation of University-based Transition Program for Students with Intellectual Disabilities

Journal of Special Education: Theory and Practice
Abbr : JSPED
2017, 18(3), pp.25-54
DOI : 10.19049/JSPED.2017.18.3.02
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Rhee Kun Yong ¹, PARK, JUNG-SIK ¹

¹대구대학교

Accredited

ABSTRACT

The purpose of this study is to find out how much the teacher 's support for the preparation of the university - based transition program is. The purpose of the study is to identify the preparation of university-based transition programs and correlations between the characteristics of teachers' support (education, self-determination, daily life, university, dream) for students with intellectual disabilities. In order to achieve the purpose of this study, we conducted a questionnaire survey on special teachers working in special schools in Daegu, Busan, Gyeongbuk, and Gyeongnam. The results of this study were as follows; First, in the degree of support for the preparation of the university-based transition program of students with intellectual disabilities, teachers are highly supportive of education support, self-determination support, daily life support, university and dream support. Second, the difference in the level of teacher support for the preparation of university-based transition programs for students with intellectual disabilities (establishment type, class type, qualification type), according to the types of establishment, the private education schools showed a high level of education, In the type of class in charge, teachers in postschool classes were highly supportive, In the qualification type, special vocational teachers showed the most support. Third, the correlations between the students' support areas for the preparation of university-based transition programs for the students with intellectual disabilities were found to have high correlations higher than usual.

KEYWORDS

transition, students with intellectual disability, higher education

Citation status

* References for papers published after 2023 are currently being built.

[report] 교육부 / 2016 / 특수교육연차보고서

[report] 국립특수교육원 / 2012 / 특수교육연차보고서

[book] 박승희 / 2015 / 지적장애학생의 중등이후교육 : 대학을생각하다 / 시그마프레스

[thesis] 박용주 / 2012 / 발달장애학생 중등이후교육에 관한 전문가와 당사자의 인식 비교 / 석사 / 대구대학교 재활과학대학원

[journal] 박정식 / 2016 / Perception of Teachers and Parents on The Preparation of Community College-based Transition Programs for Students with Intellectual Disability / 지적장애연구 / 한국지적장애교육학회 18(4) : 157~183

[book] 조인수 / 2011 / 전환교육 실행 방략 / 박학사

[thesis] 하은애 / 2016 / 발달장애학생의 중등이후교육에 대한 부모의 지원에 관한 연구 / 석사 / 대구대학교 재활과학대학원

[journal] Adreon, D. / 2007 / Evaluating the college transition meeds of individuals with high-functioning autism spectrum disorders / Intervention in School and Clinic 42(5) : 271~279

[web] Gameto, R / 2004 / Transition planning for students with disabilities. A special topic report of findings form the National Longitudinal Transition Study-2(NLTS2) / SRI International / www.nlts2.org/report/2004_11/nlts2_report_2004_11_complete.pdf

[journal] Gaumer, A. S. / 2004 / Status of community-based transition program : A national database. Division on Career Development and Transition, Council for Exceptional Children / Career Development of Exceptional Individuals 27(2) : 131~149

[book] Getzel, E. E. / 2005 / Going to college: Expanding opportunities for people with disabilities / Paul H. Brookes Publishing Co

[journal] Grigal, M. / 2004 / Parents' in-school values and post-school expectations for transition-aged youth with disabilities / Career development for Exceptional Individuals 27(1) : 65~86

[book] Grigal, M. / 2006 / Transition service for students aged 19-21 with intellectual disabilities in college and community settings: Models and implications for success / University of Minnesota, National Center on Secondary Education and Transition

[book] Hart, D. / 2008 / New frontier: Post-secondary education for youth with intellectual disabilities, Section 504 Compliance Handbook : 10~11

[journal] Hart, D. / 2006 / Post-secondary education options for students with intellectual disabilities / Research to Practice 45 : 1~4

[journal] Khemka, I. / 2000 / Increasing independent decision-making skills of women with mental retardation in simulated interpersonal situations of abuse / American Journal on Mental Retardation 105(5) : 387~401

[book] Meg Grigal / 2010 / Think College: Postsecondary Education Options for Students with Intellectual Disabilities / Paul H. Brookes Publishing Co., Inc

[journal] Sitlington, P. / 2003 / Postsecondary education : The other transition / Exceptionality 11(2) : 103~113

[journal] Thoma, C. A. / 2005 / "Self-determination is what it's all about" : What post-secondary students with disabilities tell us are important considerations for success / Education and Training in Developmental Disabilities 4(3) : 234~242

[journal] Watanabe, M. / 2003 / The effect of choice-making opportunities during activity schedules on task engagement of acults with autism / Journal of Autism and Developmental Disorder 33(5) : 535~548

[journal] Wehmeyer, M. L. / 2003 / Adults outcomes for students with cognitive disabilities three years after high school : The impact of self-determination / Education and training Developmental Disabilities 38(2) : 131~144

[journal] Zafft, C. / 2004 / College career connection : A study of youth with intellectual disabilities and the impact of postsecondary education / Education and Training in Development Disabilities 1(1) : 45~54

[journal] Zhang, D. / 2005 / Teachers' views of transition services: results form a staterwide survey in South Carolina / Education and Training in Developmental Disabilities 40(4) : 360~367

KJCKorea
Journal Central

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

Characteristics of Teacher Support in according to Preparation of University-based Transition Program for Students with Intellectual Disabilities

ABSTRACT

KEYWORDS

Citation status

* References for papers published after 2023 are currently being built.

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

Characteristics of Teacher Support in according to Preparation of University-based Transition Program for Students with Intellectual Disabilities

ABSTRACT

KEYWORDS

Statistics

Tools

Issue List

Citation status

KCI Citation Counts (12)

REFERENCES (23) * References for papers published after 2023 are currently being built.

Search PDF

Citation

* References for papers published after 2023 are currently being built.