장애학생의 진로·직업교육 활성화를 위한 유관기관간 협력 방안

Abstract

장애학생의 '전환'을 위한 진로·직업교육의 효율적인 운영을 위해서는 다양한 주체의 참여와 협력이 요구되며, 이들 유관기관들의 참여를 촉진하기 위한 방안은 다각적이며 전략적으로 모색되어야 한다. 이러한 인식을 토대로, 본 연구는 장애학생의 자립기반 형성을 위한 효과적인 진로·직업교육이 전개될 수 있도록 학교 및 지역사회 차원의 개선방안을 모색하는 데 목적을 두고 있다. 이를 위하여 본 연구에서는 문헌고찰, 현장방문 및 사례분석, 전문가 델파이 조사, 전문가협의회 개최 등의 연구방법을 적용하였으며, 다양한 현장의 의견을 토대로 장애학생 진로·직업교육을 위한 유관기관간 협력방안을 도출하였다. ○ 주요내용 - 장애학생 진로·직업교육의 개념 및 의의 - 장애학생 진로·직업교육 관련 정책 및 프로그램 - 장애학생 진로·직업교육 관련 해외 사례 - 장애학생의 진로·직업교육을 위한 유관기관간 협력체계 진단 - 효과적인 유관기관간 협력체계 구축을 위한 정책제언

The goal of this study was to suggest various alternatives of school- and community-based inter-institutional collaboration for effective career and vocational education that contributes to build up the foundations for transition and independence of students with disabilities. For this goal, this study used the following methodologies: literature reviews, site visits and case analyses, delphi analysis with 24 practitioners, and discussions with some professionals and practitioners. 1. Features from the Cases of Collaboration between School and Transition-related Community Organizations Inter-institutional collaboration could make important contribution to effective delivery of career and vocational education, and to effective transition of students with disabilities. For these reasons, various public policies were related to the inter-institutional collaborations and some case analyses could give important suggestions to this study and public policies. First, there were high needs for changes to the positive perspectives on career and vocational education for students with disabilities. This opinion emphasized the importance of inter-disciplinary collaboration within schools. Second, the efforts of inter-institutional collaboration should be related to all phases of career and vocational education. However, it was insufficient even though much efforts was given to collaboration in schools. Third, the contents of inter-institutional collaboration could comprise of (1) share of information, (2) exchanges of human resources, (3) exchanges of physical resources, and (4) exchanges of knowledge and know-how. Fourth, there were high demands that human resources who have full charge of career and vocational education should be trained and placed within schools for effective inter-institutional collaboration. In addition to this, there were demands that specific guidelines and legal improvements should be prepared. Fifth, it would be noteworthy that some incentives should be prepared for business that gave much opportunities of career and vocational education for students with disabilities. ...