본 연구의 목적은 직업재활 전공 학생들이 현장에서 자신의 역량을 최대한 발휘할 수 있는 전문인력으로 양성될 수 있도록 돕기 위하여 직업재활 현장의 변화와 욕구가 반영된 실무중심 직업재활사 양성 교육과정(안)을 개발하는데 있다. 이를 위하여 한국과 미국의 직업재활사 양성 교육과정을 비교하였고, 이를 토대로 직업재활사 양성 교육과정에 대한 필요성과 변화에 대한 욕구가 반영된 설문지를 제작하여 직업재활 현장의 전문가들을 대상으로 조사를 수행하였다. 그리고 문헌 및 조사연구 결과를 중심으로 7명의 학계 및 현장 전문가들이 포커스 그룹으로 참여하여 2회의 집단토의를 통해 의견을 수렴하는 방식으로 직업재활사 양성 교육과정의 영역들을 설정하고, 각 영역별로 교과목의 타당성을 검토하여 직업재활사 양성 교육과정(안)을 개발하였다.
그 결과, 직업재활사 양성 교육과정은 6개 요인, 즉 의료적 요인, 사회문화적 요인, 상담 및 사정 요인, 직업 및 진로발달 요인, 연구평가 요인, 임상실습 요인으로 구분되었다. 그리고 각 요인별 교과목 편성은 의료적 요인에는 재활의학, 사회문화적 요인에는 재활행정 및 정책, 노동관련 법규, 통합재활론, 장애가족 지원, 직업준비기능(수화), 상담 및 사정 요인에는 장애진단 및 평가, 상담의 이론과 실제로 편성하였다. 그리고 직업 및 진로발달 요인에는 직업재활개론, 전환교육, 직무개발 및 배치, 재활시설론, 직업적응훈련 및 직업훈련, 보호 및 지원고용, 연구평가 요인에는 재활연구방법, 재활세미나, 임상실습 요인에는 재활실습 1, 재활실습 2로 편성하였다.
The Purpose of this study is to develop a curriculum for the purpose of training vocational rehabilitation counselors focusing on practice to which changes and needs in the vocational rehabilitation field are reflected in order that students who major in vocational rehabilitation may demonstrate their utmost capability in the field as a specialist in human resources. For this purpose, the curricula of Korean and American vocational rehabilitation counselor programs were compared. Based on the comparison, I designed a questionnaire in which changes and needs in the vocational rehabilitation field were reflected. I then conducted a survey of experts in the field of vocational rehabilitation with this questionnaire. With the results of literary reviews and investigation researches, seven academic and field experts participated in the project as a focus group. We set the scope of the curriculum for a vocational rehabilitation counselor program by twice collecting their opinions through group discussions. Then, reasonable subjects were assigned to each area in order to develop the curriculum for a vocational rehabilitation counselor program.
As a result, the curricula for a vocational rehabilitation counselor program were classified into six; the medical factors, socio-cultural factors, counseling and assessment factors, vocational and career development factors, research assessment factors, and clinical practice factors. As for assigning a subject to each factor, rehabilitation medicine was assigned to the medical factor; rehabilitation administration and policy, labor-related regulations and laws, integrated rehabilitation theory, support for the disabled family, and vocational preparation function(sign language) were assigned to the socio-cultural factors; and diagnosis and evaluation of disability and theory and practice of counseling were assigned to counseling and assessment factors. For vocational and career development factors, introduction to vocational rehabilitation, transition education, job development and assignment, rehabilitation facility theory, vocational training and pre-vocational training, and sheltered and supported employment were assigned. For research assessment factor, rehabilitation research methods and rehabilitation seminars were assigned. For clinical practice factors, rehabilitation practice 1 and rehabilitation practice 2 were assigned.