이 연구는 특별한 교육적 요구를 지닌 학생들의 실질적인 지역사회 통합을 위한 결과중심 전환교육 실행과정에 따른 실천과제를 분석 제시함으로써 전환교육을 실천하는 관련 인사들에게 실질적인 도움을 주고자 하는데 있다. 연구 목적은 결과중심 전환교육의 효율적 실행을 위한 실행과정 분석에 따른, 전환 과정별 실천적 과제를 탐색·제시하였다. 전환교육의 보편적 실행과정은 전환사정, 전환교육계획수립, 훈련, 배치, 사후지도의 순으로 이루어진다. 이 연구에서 분석된 실행과정 영역별 구체적 실천 과제는 현장 교사들과 전환관련 전문가들에게 실천적인 지침을 제시 할 수 있을 것이다.
This is a literature study whose aim is to give kinds of help those persons working in the areas related with transitional education fields who are going to practice transitional education in order to really include the students into their communities having some particular problems in intellectual problems after analysing and suggesting its practicing tasks according to transitional education curriculum. The purpose of this study is to suggest its each stages` important tasks to be carried out according to its effective practice tasks in order to achieve result-oriented transitional education. The results of this study are as follows; In order to achieve real social inclusion, transitional education must be practiced systematically in the viewpoint of result-oriented transitional education. Especially, for students with intellectual disabilities, social skill education must be practised effectively. Transitional services must be achieved in the light of assessment, ITP, practice, placement, after services respectively according to personal needs. First there must be five stages in transitional education such as assessment according to personal needs, individualized transitional education plan, practice, placement, after service. The tasks in each stages are decided among the personnels related with each transitional stage. The first transitional assessment task must be done in the way that it must be collected much information comprehensively among students, parents, teachers and then be done in the viewpoint of students` future plan, communication skill, social skill, occupational assessment, the style of learning and studying patterns, career and interest, self-determination and so on. Also transitional assessment can be divided into initial assessment and assessment according to transitional procedure and transitional results. The urgent problem would be developed proper instrumental tools adapt to our reality so as to assess good assessment according to transitional experts, the systematic assessment and to the assessment models. In the second stage to achieve proper transitional education plan, we must emphasize the enhancement of social skills to achieve result-oriented procedure to harmonize a series of activities and then through a systematic stage and finally the total team cooperation. Next stage of individualized transitional education plan, it must be finished through ①composing transitional education team ②individualized transition education meeting ③composing individualized transitional education plan ④practising individualized transitional education plan ⑤adjustment, feedback, appreciation of transitional education plan ⑥closing meeting in turn. The third stage is in the stage of practice composed of functional life-centered curriculum, providing supported employment program, attainment of professional personnels. Because handicapped students have some tendency of stopping their studies in the process of studying in school, students with intellectual disabilities must be included in life-centered career education. The fourth stage is placement, which are composed of occupational and residential placement. To solve occupational placement, we must consider it longer terms with viewpoint of support of transitional services having the help of national policy and systematic support. The process of occupational procedure is composed of 8 stages such as ①initial assessment ②developmental plan ③communication between employers and employees ④vocational placement ⑤training ⑥continuous support ⑦supervision ⑧access stage in a designated time and it sometimes is composed of both placement and train and train and placement. The placement of housing must be controlled by the governmental policy. After placement of housing, if a person has some kind of difficulty to live alone then government must consider thinking about the placement of assistant personnel to help that person more effectively. The fifth stage is in the after services to attain the professional personnels needed to help those students with special needs to experience their occupational career and to live independently. To solve this kind of problems, we must attain and prepare enough professional personnels to provide those students with after services.