본 연구는 직업에서 효율적으로 기능하지 못하는 정신지체인을 대상으로 하여 정신지체인에게 효율적인 기능을 가질수 있도록 준비된 직업전훈련을 실시하여 얼마나 고용현장에서 기능성을 가지는지 알아보고자 하는 것이다. 따라서 직업전훈련을 본 연구에서는 일상생활자립훈련, 사회성훈련, 직업전기술훈련으로 나누어 직업전훈련을 받은 집단과 받지 않은 집단을 비교하여 그 차이를 분석하였다. 일상생활자립훈련의 분석은 장애인의 일상생활과 직업적응훈련의 기초자료로 활용될 수 있도록 개발한 MDS(McCarron-Dial System)의 한 영역인 SFAB(Survey of Functional Adaptive Behaviors)를 사용하였고, 사회성훈련은 사회성숙도 검사를, 직업전기능훈련은 SFAB의 한 영역인 직업기술과 직업인성프로파일(Work Personality Profile)을 이용하여 분석하였다. 연구의 결과로 직업전훈련, 특히 일상생활자립훈련과 사회성 훈련은 정신지체인의 고용에 긍정적으로 작용을 하지만 직업전기능은 고용에 영향을 주지 못한다는 것을 알 수 있었다. 따라서 직업전기능훈련의 모형을 선배치 후훈련 중심의 모형으로 전환하여 지역사회에서 다양한 일상생활을 훈련하고 일상생활에 필요한 학습기술을 익힐 수 있도록 하며, 공동체 사회에서 어울릴 수 있도록 사회성을 발달시키는 것이 정신지체인에게 더욱 효과적이라는 것을 제시하고자 한다.

Persons with disabilities have notable gains in employment in the functional limitations and restricted environment, the mentally retardation who are limited in terms of their intelligence and adaptation behavior is more difficult. This means that it is very difficult for persons with mental retarded to provided in vocational rehabilitation service. Therefore, the purpose of this study is focus to the effects of the pre-vocational training on the mental retarded, all in hopes of determining a favorable direction for the vocational rehabilitation program to take. In this research, pre-vocational training of the mental retarded is categorized into three classifications: Daily living training, sociality training, pre-vocational skill training. The testees group that falls under the period where they are either preparing for employment or are already working. The number of group constituents were 4 each for the experient group and the control group. The analysis of pre-vocational training is by surveyor functional adaptive behaviors social maturity scale and vocational personality profile. The before and after comparisons for each of two respective group, the experient and control groups, were surveyed by the repected t-test. The major result of the test is as below: First, daily living training was not effective in raising the employment of the mental retarded and was effective is raising the daily living and learning skill standard. Second, sociality training was effective in raising the employment of the mental retarded. Third, pre-vocational skill training was not substantial effective in raising the employment of the mental retarded. In conclusion, the daily living training and sociality training, that is effective in enhancing the employment and isn`t effective pre-vocational skill training. Thus, we believe and hope that the result of this research will be expanded from training after placement and integration of persons with disabilities and persons without disabilities individual with in a community.