본 연구는 중등학교 지적장애학생의 자기결정 요인을 분석하는 데 목적을 두고 있다. 본 연구는 문헌연구를 통해 자기결정 요소를 추출하여 조사도구를 개발한 다음, 중·고등학교의 특수학급 교사와 지적장애 특수학교의 중등 특수교육 교사 220명을 대상으로 조사를 실시하여 탐색적 요인 분석을 실시하였다. 본 연구의 결과, 중등학교 지적장애학생의 자기결정 요인은 적응기술요인, 선호결정요인, 성취동기요인, 자아존중요인, 상황인식요인, 의사조정요인, 자기주장요인, 자기교수요인 8개로 분석되었다. 본 연구의 결과 중복되고 복잡하였던 자기결정 구성요인들이 단순화되고 특성이 명료화되어 각 요인들 안에 묶여졌다. 따라서 중등학교 지적장애학생의 자기결정을 지원하기 위해서는 각 요인과 관련된 요소들을 선정하여 개별 학생의 흥미, 요구, 연령, 환경 특성에 적합한 자기결정 프로그램 개발, 적용해야 할 것이다.

The purpose of this study was to analyze factors of self-determination for students with intellectual disabilities in secondary school in order to organize the concept of self-determination and support self-determination instruction. In order to accomplish such purpose, this study classified the concepts and component of self-determination through precedent study and extracted self-determination factors through survey. Based on precedent study and survey results after a preliminary survey, we developed a questionnaire for surveying self-determination factors for self-determination students with intellectual disabilities in secondary school. This survey is conducted to 220 special education teachers by intentionally selecting out of special education teachers in middle and high school and secondary special education teachers in special school for intellectual disabilities. Using data collected from the survey, we performed exploratory factor analysis, The results of this study are as follows Self-determination 8 factors of students with intellectual disabilities in secondary school were adaptive skills, preference decision, achievement motivation, self-respect, situational recognition, intention adjustment, self-assertion, self-instruction. Thus overlapping and complex components have been simplified and cleared character and organize into each factors through the newly named factors. This study result would support practical contents that needed for self-determination instruction through organization for the concept and components of self-determination. Thus, in order to support effective self-determination students with intellectual disabilities in secondary schools would have to develop and apply self-determination program suitable for individual student`s interests, needs, age, environment characteristics through selecting of the elements associated with each factor in curriculum and life.