이 연구에서는 고등학교 3학년 및 전공과에 재학 중인 정신지체학생의 직업준비도와 적응행동의 관계를 알아보았다. 이를 위해 정신지체 학생 198명을 대상으로 직업준비도 검사와 적응행동검사를 실시하였다. 연구 결과는 다음과 같다; 첫째, 직업준비기술과 적응행동과는 정적상관 관계가 있는 것으로 나타났다. 적응행동 하위요인 중 독립기능, 경제활동, 언어발달 및 책임이 직업준비도와 상관이 높은 것으로 나타났고, 직업준비도의 인지기술 요인은 적응행동의 경제활동 요인 및 언어발달 요인과 상관이 높고, 작업기술 요인은 적응행동의 자기관리 요인과 책임 요인과 상관이 높은 것으로 나타났다. 둘째, 정신지체 학생의 성, 배치환경, 장애정도에 따라 적응행동의 하위요인은 직업준비도에 영향을 미치는 것으로 나타났다. 이 연구는 취업직전의 정신지체학생들의 직업준비도에 미치는 적응행동의 하위요인을 탐색하고 직업교육계획을 작성하는데 기초자료로 활용할 수 있다는데 의의가 있다.
The purpose of this study was to investigate the relationship between Adaptive Behavior and Job Readiness Skills in high school enrolled third grade students or majoring course students with Mental Retardation. In order to do this, the Adaptive Behavior Scale and Job Readiness Scale of 198 students with Mental Retardation was examined. The research was based on Performed Correlation Analysis and Regression Analysis; First, The correlation between Adaptive Behavior sub-factors and Job Readiness Skills sub-factors are as follows. Job Readiness Skills has a high correlation with Adaptive Behavior sub-factors such as Economic Activity, Language Development, Responsibility, Independent Function, Self-direction, Socialization, and Prevocational/Vocational Activity. Second, the effect of gender, deployment environment, and the degree of disability for each sub-factor in Adaptive Behavior on Job Readiness Skills were as follows. Males tend to rely on Language Development factors, Responsibility factors, Economic Activity factors, and Numbers and Time factors in order to affect Job Readiness Skills. Depending on the deployment environment, in the case of special class, Job readiness skills is affected by Numbers and Time factors, and Self-direction factors, In the case of special schools, it is affected by Responsibility factors, and Numbers and Time factors, In the case of majoring course, Economic Activity factors influence Job Readiness Skills. Depending on the degree of disability, in the case of students with mild Mental Retardation, Economic Activity factors, Numbers and Time factors influence Job Readiness Skills. In students with severe Mental Retardation, Language Development factors influence Job Readiness Skills.