초록 열기/닫기 버튼
이 연구에서는 발달장애 고등학생 자녀를 둔 학부모의 전환교육에 대한 인식 유형을 주관성 연구 방법(Q-방법론)에 따라 분석하였다. 연구 대상은 경남에 거주하는 발달장애 고등학생 학부모 31명이었으며, 전환교육에 대하여 학부모들의 주관적인 관점에서 인식 유형을 분석한 결과 제 1유형, 장애인 교육의 이상적 개념 지향형, 제 2유형, 전환교육의 실효적 요건 추구형, 제 3유형, 장애인 교육의 특수성 참조형의 3가지 유형으로 분석되었다. 세 유형 중 1유형이 전환교육에 대한 발달장애 고등학생 학부모의 인식을 가장 많이 설명하고 있었다. 각 유형별 학부모들의 답변에 대하여 긍정적 동의와 부정적 동의를 보인 진술문과 개인별 의견을 토대로 각 유형의 특성을 분석하여 명명하였으며, 유형별 차이와 특수교육에의 함의점 등에 대하여 논의하였다.
The purpose of this study was to analyze parent’s perception types toward transition education for high school students with developmental disabilities. The Q-methodology was used as a research method. The Q-population of this study were 33 units. P-sample as subjects of this study was 31 parents of high school students with developmental disabilities in C city. As a result of research, the parent’s perception types toward transition education for high school students with developmental disabilities were divided into 3 types. The first type was labeled as the type pursing ideal concept of special education. They thought only fair that transition education must be supported as the lifelong education. The second type was labeled as the type pursuing the effective prerequisite of transition education. They thought that transition education was not as effective as it could be do to lack of national funds, facilities, and government policies. The third type was labeled as the type considering the unique characteristics of the special education.
키워드열기/닫기 버튼
subjectivity study, transition education, parent’s perception
