Special Education Teachers’ Perception on Teaching Independent Living Skills for Students with Intellectual Disabilities
AUTHORS
Sunju Woo,Daegu Namyang School
Yungkeun Park,Department of Special Education, Sehan University
ABSTRACT
This study aims to examine special education teachers’ perceived importance and performance of teaching essential independent living skills for students with intellectual disabilities to live an independent adult life and, on this basis, to propose ways to improve the school curricula. A survey was conducted among 200 secondary school teachers teaching children with intellectual disabilities in Daegu, South Korea, in order to investigate their perception level of teaching domestic and independent living skills. The results revealed that the perceived importance of teaching independent living skills was more or less high, while the degree of actual practice in class was relatively low. Independent living skills that need to be taught for adolescents with intellectual disabilities was suggested.
KEYWORDS
Independent Living Skills, Students with Intellectual Disabilities, Teacher Perception
REFERENCES
[1] A.S. Halpern, “Transition: A look at the foundation”, Exceptional Children, Vol. 51, pp. 479-486, (1985).
[2] D. Steere, E. Rose and D. Cavaiulolo, “Growing up: Transition to adult life for students with disabilities”, Boston: Pearson/Allyn & Bacon, (2007).
[3] P. Wehman, “School-to-work: Element of successful programs”, Teaching Exceptional Children, Vol.23, No. 1, pp. 40-43, (1990).