Journal of Korean Society for People, Plants and Environment 2012;15(5):307-318.
Published online October 30, 2012.

지적장애 청소년의 직업훈련 과정을 중심으로 한 원예치료 모델(H.T.V.T.)의 개념적 틀에 대한 고찰

이선자(Sun ja Lee), 이상미(Sangmi Lee), 서정근(Jeung keun Suh)

Abstract

Vocational training for the Adolescents with intellectual disabilities is the most important thing for them to have a job in order to live an integrated life in a society as an independent member so that they may undergo rehabilitation for to be the whole man. Recently, various welfare services have increased for the intellectual disabilities. In spite of social needs and necessity, educational programs or professional and systematic teaching methods are not adequate with respect to vocational rehabilitation. studies have been conducted in horticultural therapy with respect to vocational rehabilitation of the intellectual disabilities but most of them are focused on program studies to check the effect and possibilities of vocational achievement ability and occupation adaptation ability. Such being the case, this study intends to suggest a program model of horticultural therapy which is suitable for characteristics of the Adolescents with intellectual disabilities and which may supplement their problem solving ability, cognizable faults and sociality so that it can be applied to the reality. As a vocational training of horticultural therapy program, utilizing a cognitive apprenticeship learning method (Collins et al,. 1989) based on constructivism. This model puts emphasis on interaction between a teacher and a student of on dynamic learning through discussions (Cho and Lee,1994). It also lays stress on implementation of actual tasks by increasing recognition and meta cognition in order to improve meta cognition thought (Kim, 2010). Using the teaching method of Collins et al,. (1989) with some revision and supplementation, this model classifies the phase of existing horticultural therapy into Introduction Phase, Modeling Phase, Scaffolding Phase, Fading Phase and Arrangement Phase. By applying a cognitive apprenticeship theory having been used for the intellectual disabilities learning to a horticultural therapy program as vocational training, it will be possible to have more systematic and effective vocational training, which will be an opportunity to open the way for the intellectual disabilities to move forward to society.

KeyWords: Cognitive apprenticeship theory, Fading, Modeling, Scaffolding