본 연구는 결과중심전환교육에 긍정적 영향을 미치는 최상의 실천사항에 대한 지적장애특수학교 교사의 인식수준을 밝히고 결과중심전환교육 최상의 실천사항에 따른 실행과제를 구조화하여 제시하는데 연구의 주안점을 두고 있다. 이를 위하여 지적장애특수학교 교사 325명을 대상으로 전환교육 최상의 실천사항에 대한 중요도와 수행도 인식수준을 밝히기 위한 설문 조사를 실시하여 그 결과를 분석한 후 이를 토대로 전문가조사를 통해 결과중심전환교육을 위한 실행과제를 구조화하여 제시하고자 하였다. 최상의 실천사항은 결과중심전환교육을 성공으로 이끄는 매우 중요한 요인들로, 전환교육을 실행하는 현장에서 계속적으로 시도되고 발전해 나가야 할 부분이다. 본 연구에서 제시된 최상의 실천사항에 따른 실행과제가 앞으로 우리 교육현장에서 전환교육 실행의 기초자료로 유용하게 활용되어 전환교육이 한 단계 더 도약하는 계기가 되기를 기대한다.

The present study purposed to survey teachers` perception of best practice in transition, and to suggest practice task for best practice in transition. For this purpose, we reviewed previous research on teachers` ability to perform best practice in transition based on theories related to transition education, and made a list of transition practice items and suggested task for best practice in transition. For this study, we surveyed 325 teachers at 91 special schools for intellectual disabilities children throughout the country concerning their perception of best practice in transition, and suggested practice task for best practice in transition through expert survey. Collected data were analyzed through basic statistics, t-test, F-test, Scheffe`s test, and content validity analysis. The conclusions of this study are as follows. First, the importance of best practice in transition was perceived high by the teachers at special school for intellectual disabilities children, but the performance of best practice in transition was perceived relatively low. Perception on importance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, business and industry linkages with schools and perception on performance was high for social and personal skills development and training, functional, life-skills curriculum, and community-based instruction, career and vocational assessment and education. In addition, Perception on importance was very low for career and vocational assessment and education , and perception on performance was very low for competitive paid work experience. Second, the suggested practice task for best practice in transition were composed of 3 areas, 8 sub areas and 42 items (transition collaboration best practice - 11 items; transition education programming best practice - 21 items; and transition planning best practice - 10 items). These items are specific things to be practiced in transition in relation to collaboration, programming and planning. Practice task for best practice in transition suggested in this study are items for executing transition education in school. In addition, they can be utilized as materials for developing transition education and tools applicable in the field of school education. Furthermore, it is want to promote practice in transition and propose the direction of transition education in school.