개별화전환계획(ITP) 참여 증진 프로그램이 고등학교 장애학생의 ITP 지식 및 회의 기술, 자기결정력에 미치는 영향

Abstract

The purpose of this study is to examine the effects of the student-directed individualized transition plan on the ITP knowledge, ITP meeting skills and self-determination of high school students with disabilities. The participants in this study consisted of 20 high school students with disabilities(10 in the experimental group and 10 in the control group). To evaluate the effects of the program both the experimental and control groups were evaluated for ITP knowledge, ITP meeting skills and their self-determination skills. The results of this research are as follows: First, the changes in the Participant`s ITP knowledge was significantly larger for the experimental group when compared to that of the control group. Second, ITP meeting skills of the experimental group that participated in the program were found to be significantly improved after the intervention. Third, the changes in the self-determination skills of the experimental group that participated in the program was significantly larger when compared to that of the control group. These findings show that the program was effective towards enhancing the ITP knowledge, ITP meeting skills and self-determination of high school students with disabilities. This research has contributed to addressing the needs of the special education field by providing a program that assists students with disabilities to participate in ITP. Moreover, this study comes equipped with practical implications in terms of providing both effective instructional strategies and materials to promote the active participation of students with disabilities in the ITP process.