잠재프로파일 분석을 통한 고등학교 발달장애학생의 직업 전환역량 유형 연구

Abstract

The purpose of this study was to both classify the types of vocational transition competencies of high school students with developmental disabilities, and identify the characteristics of each profile. To this end, using the data collected during the primary survey of the transition competency assessment, a latent profile analysis on vocational transition competency was conducted using data from 900 high school students with developmental disabilities across the country. As a result, the latent profiles for vocational transition competency were divided into five types: ‘independent daily living transition group’, ‘work activity transition group’, ‘sheltered employment transition group’, ‘supported employment transition group’, and ‘competitive employment transition group’. Each profile was similar to the degree of overall support, extended support, limited support, and intermittent support; this is according to the support scale of the transition competency assessment in terms of vocational transition competency, and was shown in a graph in the form of not crossing each other. Furthermore, looking at the characteristics of each variable in each profile, the ratio of students placed in special classes was higher than that of special schools, and the percentage of students with intellectual disabilities was higher than that of autism in the ‘supported employment transition group’ and ‘competitive employment transition group.’ Based on these research results, the need for transition goals, as well as a curriculum suitable for the five latent profiles that exist in the special education field; the discovery of sub-areas of vocational transition competencies that require high support; and the need for educational support measures suitable for the type of placement and type of disability were all discussed. Futhermore future follow-up studies were presented.