Special Education Teachers’ Perception on Teaching Transition Skills for Students with Intellectual Disabilities
AUTHORS
Yungkeun Park,Dept. of Special Education, Sehan University, Korea
ABSTRACT
The purpose of this study was to investigate the current perceptions of special education teachers about the transition skills of students with intellectual disabilities (ID) for the successful transition into adult life. The results of this study are as follows. First, overall special education teachers for students with ID perceived the importance of teaching ten transition skills areas in order to help students with ID have a successful transition to adult life. Second, although, special education teachers for students with ID perceived the importance of teaching ten transitions, the teachers perceived their implementation level of these skills as relatively low. Through importance-performance analysis (IPA) of 10 transition skills by using the mean difference between the perception of importance and performance of teachers, 4 areas such as concentrate here, keep up the good work, low priority, possible overkill are suggested. There are some suggestions based on the results of the research.
KEYWORDS
Transition skills, Students, Intellectual disabilities, Teacher perception
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