The Perception of Special School Teachers on Functional Adult Life Skills for Student with Intellectual Disabilities

DOI:10.21742/AJEMR.2019.4.1.03

AUTHORS

Yungkeun Park,Department of Special Education, Sehan University, South Korea

ABSTRACT

The purpose of this study was to investigate the current perceptions of special education teachers about functional adult living skills of students with Intellectual Disabilities (ID) for a successful transition to adult life. The results of this study are as follows. First, overall special education teachers for students with ID perceived the importance of teaching six functional adult living skills areas 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 six functional living skills areas, the teachers perceived their implementation level of these skills as relatively low. Through Importance Performance Analysis (IPA) of 6 functional adult life 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.