This study is significant in that it provides how to increase employment and improve its sustainability of students with intellectual disabilities based on vocational requirements that they could enjoy a stable employment life according to individualized vocational training measures which considered...
This study is significant in that it provides how to increase employment and improve its sustainability of students with intellectual disabilities based on vocational requirements that they could enjoy a stable employment life according to individualized vocational training measures which considered their occupational requirements and characteristics. The purpose of this study is as follows. First, define vocational requirements and characteristics of students with intellectual disabilities. Second, examine educational measures for their vocational requirements. Third, find a way to supported employment plan for students with intellectual disabilities. The conclusions of this study are as follows. First, students with intellectual disabilities have limited experience, low intellectual capability, insufficient social and technical skill, and so on, accordingly they show vocational characteristics including lack of work ethic, negative sense of self, unrealistic motive, insufficient ability in generalization, easy oblivion, and etc. Therefore, it is important to establish a systematic vocational education process focused on employment by considering individual aptitude, interest, ability, and possibility of development, which allows them to build up qualification as a vocationalman, and develop ability to solve their own problems by themselves and adapt to social life in order to become productive workers and citizen. Second, in order to support career and vocational training for students with intellectual disabilities, a life-centered career education process should be positively provided, which could introduce a career education stage, provide experiences in school, family, local community, and contribute to their maturity. In Korea, according to curriculum of special-education school amended in 2008, Practical Arts subject was created in elementary school, and occupation subject in middle school and occupation subject as an optional subject curriculum were operated to prepare for students’ future life. Third, supported employment, which includes three important elements – to provide competitive labor, integrated workplace, sustainable service, is accomplished starting from request to professional career plan of subject, career development of company, and comparative analysis of feasibility on its result. In addition, in order to maintain students’career successfully employed by this process, it is important to provide continuously integrated support for proper performance ability of their duties, working attitude, adaptation training to society and so on. In conclusion, this study suggested that it is necessary for students with intellectual disabilities to try to find out occupations they wish to have, and subsequent research is necessary to examine how students with intellectual disabilities with high resignation rate could hold up their job successfully.
This study is significant in that it provides how to increase employment and improve its sustainability of students with intellectual disabilities based on vocational requirements that they could enjoy a stable employment life according to individualized vocational training measures which considered their occupational requirements and characteristics. The purpose of this study is as follows. First, define vocational requirements and characteristics of students with intellectual disabilities. Second, examine educational measures for their vocational requirements. Third, find a way to supported employment plan for students with intellectual disabilities. The conclusions of this study are as follows. First, students with intellectual disabilities have limited experience, low intellectual capability, insufficient social and technical skill, and so on, accordingly they show vocational characteristics including lack of work ethic, negative sense of self, unrealistic motive, insufficient ability in generalization, easy oblivion, and etc. Therefore, it is important to establish a systematic vocational education process focused on employment by considering individual aptitude, interest, ability, and possibility of development, which allows them to build up qualification as a vocationalman, and develop ability to solve their own problems by themselves and adapt to social life in order to become productive workers and citizen. Second, in order to support career and vocational training for students with intellectual disabilities, a life-centered career education process should be positively provided, which could introduce a career education stage, provide experiences in school, family, local community, and contribute to their maturity. In Korea, according to curriculum of special-education school amended in 2008, Practical Arts subject was created in elementary school, and occupation subject in middle school and occupation subject as an optional subject curriculum were operated to prepare for students’ future life. Third, supported employment, which includes three important elements – to provide competitive labor, integrated workplace, sustainable service, is accomplished starting from request to professional career plan of subject, career development of company, and comparative analysis of feasibility on its result. In addition, in order to maintain students’career successfully employed by this process, it is important to provide continuously integrated support for proper performance ability of their duties, working attitude, adaptation training to society and so on. In conclusion, this study suggested that it is necessary for students with intellectual disabilities to try to find out occupations they wish to have, and subsequent research is necessary to examine how students with intellectual disabilities with high resignation rate could hold up their job successfully.
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