학술논문
특수교사가 인식하는 일반학교 특수학급 고등학생 및 전공과학생의 진로･직업교육과정 현실과 연계방안 / Current Situation and Connection Methods of Career and Vocational Curriculum of High School and Majoring Course Students in Special Classes recognized by Special Education Teachers
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 일반학교 특수학급에 재학 중인 고등학생 및 전공과학생의 진로･직업교육과정의 현실 및 연계방안에 대한 특수교사의 인식을 살펴보고자 하였다. 이를 위하여 일반학교 특수학급에 재학 중인 고등학생 또는 전공과학생을 대상으로 진로･직업교육과정을 운영한 경험이 있는 A지역 특수교사 6인을 대상으로 포커스 그룹 인터뷰(FGI)를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 일반학교 특수학급 고등학생의 진로･직업교육과정은 졸업 이후의 전환에 중점을 두는 경향이 있었으며 특히 대학 및 전공과 진학 준비라는 두 가지 방향으로 이루어지는 경우가 많았다. 아울러, FGI 결과는 장애인 복지 카드 미발급 학생을 위한 진로･직업교육과정 개발의 필요성을 보여주기도 하였다. 둘째, 일반학교 특수학급 전공과학생의 진로･직업교육과정은 전반적으로 학생의 취업에 초점을 두고 있었으나 성공적인 취업을 위해서는 학부모 및 사업체의 인식 개선이 필요함을 확인할 수 있었다. 또한 일반학교에 설치된 전공과의 진로･직업교육과정이 취업 위주로 이루어지는 것에서 나아가 각 전공과별 유형을 고려하여 다양하게 이루어질 필요가 있음을 보여주기도 하였다. 셋째, 일반학교 특수학급 고등학생 및 전공과학생의 진로･직업교육과정 연계방안으로는 교육내용의 연계, 도전행동 중재 방안 마련, 장애인 복지 카드 발급 문제 개선, 연계기관의 활용이 제시되었다. 이상과 같은 연구 결과를 바탕으로 본 연구는 장애인으로 등록하지 않은 특수교육대상자를 위한 졸업 후 진로대책 모색, 전공과 유형별 기준 마련, 연계기관을 포함한 진로･직업교육과정 관련 인력의 업무 부담감 경감의 필요성을 제시하였다.
The purpose of this study was to examine the current situation and connection methods of career and vocational curriculum of high school and majoring course students in special classes recognized by special education teachers. For the purpose of the study, a focus group interview(FGI) was conducted with 6 special education teachers from area A who had operation experiences in career and vocational education curriculum for high school students or majoring course students attending special classes in general schools. The results of the study were as follows. First, the career and vocational curriculum of high school students in special classes tended to focus on transition after graduation, and in particular, there were many cases where they were conducted in two directions: college or majoring course. In addition, the FGI results showed the need to develop a career and vocational curriculum for students who did not issue a handicapped welfare card. Second, the career and vocational education curriculum of majoring course students in special classes generally focused on employment, but it was confirmed that parents and businesses needed to improve their perceptions for successful employment. It also showed that the career and vocational curriculum of majoring course established in general schools needed to be implemented in a variety of ways, considering the type of each majoring course, rather than focusing on employment. Third, as a way to connect career and vocational curriculum of high school and majoring course students in special classes, linkage of educational content, preparation of challenging behavior intervention plans, improvement of the issue of issuance of handicapped welfare cards, and the use of affiliated institutions were suggested. Based on the results, this study suggests the need to seek a career plan after graduation for special education students who are not registered as handicapped, prepare standards for each type of majoring course, and reduce the burden of work on career and vocational curriculum-related personnel, including associated institutions.
The purpose of this study was to examine the current situation and connection methods of career and vocational curriculum of high school and majoring course students in special classes recognized by special education teachers. For the purpose of the study, a focus group interview(FGI) was conducted with 6 special education teachers from area A who had operation experiences in career and vocational education curriculum for high school students or majoring course students attending special classes in general schools. The results of the study were as follows. First, the career and vocational curriculum of high school students in special classes tended to focus on transition after graduation, and in particular, there were many cases where they were conducted in two directions: college or majoring course. In addition, the FGI results showed the need to develop a career and vocational curriculum for students who did not issue a handicapped welfare card. Second, the career and vocational education curriculum of majoring course students in special classes generally focused on employment, but it was confirmed that parents and businesses needed to improve their perceptions for successful employment. It also showed that the career and vocational curriculum of majoring course established in general schools needed to be implemented in a variety of ways, considering the type of each majoring course, rather than focusing on employment. Third, as a way to connect career and vocational curriculum of high school and majoring course students in special classes, linkage of educational content, preparation of challenging behavior intervention plans, improvement of the issue of issuance of handicapped welfare cards, and the use of affiliated institutions were suggested. Based on the results, this study suggests the need to seek a career plan after graduation for special education students who are not registered as handicapped, prepare standards for each type of majoring course, and reduce the burden of work on career and vocational curriculum-related personnel, including associated institutions.