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Differences and Educational Priority in Key Competencies of College Students with Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2019, 20(2), pp.101-122
  • DOI : 10.19049/JSPED.2019.20.2.04
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 9, 2019
  • Accepted : June 10, 2019
  • Published : June 30, 2019

JEONG SO YOUNG 1

1한국복지대학교

Accredited

ABSTRACT

The objective of this study is to understand differences in the level of key competency of college students with disabilities in accordance with each variable, and also to understand the educational priority of subfactors of key competency. Through the cooperation of staffs in charge of college students with disabilities in the whole nation, total 2,102 students with disabilities were selected as the subjects. The differences in key competency of college students with disabilities in each variable were understood through t or F-test while the differences between many groups were understood through post-test. The educational priority of key competency was suggested by calculating the mean and standard deviation and then estimating Z-value. In the results of this study, the students with disabilities showed statistically significant differences in mean in accordance with division of college, type of disability, major field, and subfactors of key competency. In the educational priority, the interpersonal competency was the highest, which was followed by vocational ethics and communication competency in order. Based on the results of this study, the necessities of discussions of key competency of college students with disabilities and future researches were suggested.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.