중등단계 특수교육 대상 학생의 진로지도 현황 및 정책과제

Abstract

본 연구의 주요 목적은 중등단계 특수교육 대상 학생의 진로지도 현황을 최종 수혜자인 학생과 공급자인 학교 ·교사 ·학부모 측면에서 학교 유형 · 학교 단위, 그리고 장애 유형별 분석을 하고, 그 의미 있는 분석 결과에 기초하여 진로지도서비스의 개입전략을 제시하며, 궁극적으로 진로지도 활성화 를 위한 국가 정책의 장·단기 과제를 제안하고자 한다.

Having a narrower range of choice for their careers than others, those students who require special education should plan their careers well ahead of time by carefully taking into account such factors as the characteristics of disabilities, aptitude and the kind of jobs available for them. Therefore, they are in need of career education of the sort whose contents and delivery are more specifically targeted for them. In recognition of this need, the research looks at the current status of career development programs available for special education students and then seeks to propose policy measures to strengthen career guidance for them. Chapter 1 gives an outline of the research by describing that the research (1) draws on existing researches that analyzed the characteristics of career development for special education students to highlight the need to identify relevant policy measures, (2) surveys and interviews both suppliers (schools, teachers and parents) and users (students) of career guidance, and (3) analyzes the outcomes comprehensively to propose nation-wide policy measures. Chapter 2 examines theories to reaffirm a link between disabilities and career guidance and reviews preceding researches to elucidate the characteristics of adolescents in terms of development, cognition, psychology, emotions and behavior according to different types of disabilities. Chapter 3 explains the status quo of middle- & high-school special education by looking into how special education institutions are operated, how their students find and develop their careers after graduation and what activities and systems are available for career guidance for those students. Chapter 4 describes the situation in the U.S: it first looks into several cases to explain how American special education students receive career guidance; then it reviews legal and institutional supportive systems such as School-to-Work Opportunities Act (STWOA), Perkins Vocational and Technical Education Act, Individuals with Disabilities Education Act (IDEA) and Americans with Disabilities Act (ADA) as well as outlines several career guidance programs such as CHOICE and TASSEL. Chapter 4 also draws three lessons from the American examples: (1) seamless links among related institutions, both horizontally and vertically; (2) enough experts for effective career guidance; and (3) continuous assessments of career guidance programs ...