제주지역 고등학교 특수교사의 장애학생 전환교육 지도 경험에 대한 현상학적 연구

Abstract

The purpose of this study was to examine the guidance experiences of Jeju high school special education teachers in transition education for students with disabilities and to seek new practical directions for this service. In order to achieve the purpose of the study, we conduced in-depth interviews with six high school special education teachers. These interviews were classified using Colaizzi's analysis method, divided into four categories: teachers’ perception of transition education; students’ participation with transition education; cooperation between family and village (community); and transition education practice and support task. The main conclusions of our study are as follows. First, transition education for students with disabilities should work cooperatively with teachers, families, the village (community), and other support systems. Second, transition education for students with disabilities should serve to strengthen students’ competencies and enable them to independently shape their own future. Third, transition education for the students with disabilities should be developed with administrative support and the policy of schools, the local office of education, local governments, active institutions in the village (community), and the other regional networks. This study is meaningful in that it provides an in-depth analysis of difficulties with implementing transition education for students with disabilities and suggests a new direction for transition education.