| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === The purpose of the study was to explore the career development for students with learning disabilities in senior and vocational high schools in northern Taiwan. There were 274 participants completed a survey packet consisting three instruments, including Career Unfolding Style Inventory, Career Unfolding Competency Inventory and Career Development Status Inventory to analyze the differences and relations of context variables (working experience and socio-economic status) among Career Unfolding Style, Career Unfolding Competency and Career Development Status for students with learning disabilities in senior and vocational high schools. Data were analyzed statistically by descriptive statistics, t-test, one-way ANOVA and Pearson product-moment correlation analysis. The main findings are as follows:
1. With the similar tendencies of students with learning disabilities in senior and vocational high schools in northern Taiwan in two aspects of Career Unfolding Style Inventory, degrees of career unfolding competency and career development status of senior and vocational high school students with learning disabilities were both in medium levels.
2. Significant differences were found in working experience in career unfolding style and career development status of senior and vocational high school students with learning disabilities. The tendencies of students with working experience in "focusing doing" and "open experiencing" styles are more obvious than those without working experiences; students with working experience have higher levels of career development status.
3. Partial differences were found in different socio-economic statuses in career unfolding competency of senior and vocational high school students with learning disabilities. The students of middle socio-economic statuses scored higher on subscale "choosing with hope" than those of low socio-economic statuses.
4. There were medium to high significant correlations among the career unfolding style, career unfolding competency and career development status.
Finally, implications based on the findings are provided for the schools, including available company internships for students, the practice of the career guidance and suggestions for special education teachers and future research.
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