The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder
博士 === 國立臺灣師範大學 === 特殊教育學系 === 103 === Purpose Previous studies have shown that self-determination leads to successful transition and that transitional curriculum is a major factor in ensuring successful employment for students with disabilities. The present study explored the challenges in employme...
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ndltd-TW-103NTNU52840162019-05-15T22:00:19Z http://ndltd.ncl.edu.tw/handle/zz7n76 The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder 高職特教班自閉症學生自我決策就業轉銜教學方案之行動研究 Yu-Chin Lee 李玉錦 博士 國立臺灣師範大學 特殊教育學系 103 Purpose Previous studies have shown that self-determination leads to successful transition and that transitional curriculum is a major factor in ensuring successful employment for students with disabilities. The present study explored the challenges in employment transition for four vocational high school students with autism, depending on their employment challenges and learning characteristics of autism, designed of self-determination employment transition curriculum (SDETC) which explored the learning outcome for four students with autism in workplace. Method The methodology used in this study was action research, which involved observing, interviewing, profile records and intervention program of SDETC which tested by curriculum based measurement (CBM). We assisted the four students with autism in implementing strategies for self-determination, self-control, and self-management in SDETC which role playing and other problem-solving strategies were also used. Findings The results showed that (a)four students with autism owned the autistic traits of social interaction, attention deficit and ritualized compulsive behaviors, which resulting in difficult to build relationships with colleagues, distraction in working and low quality of work. (b) according to the challenges of four students with autism in workplace revised and adjusted the strategies of SDETC in time. (c) four students’ with autism self-determination ability and generalization ability improved by teaching SDETC.(d) four students’ employment transition quality improved by SDETC. Conclusion/Implications It is important for increasing the ability of self-determination that we supply the support in environment. To ensure a smooth and successful employment transition, students with autism must rely on the collaborative efforts of schools, employment transition agencies, and their parents. School administrators should emphasize the importance of self-determination ability, which should be taught and practiced with cooperation from teachers and parents. Cheng-Fen Chang 張正芬 學位論文 ; thesis 267 zh-TW |
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博士 === 國立臺灣師範大學 === 特殊教育學系 === 103 === Purpose
Previous studies have shown that self-determination leads to successful transition and that transitional curriculum is a major factor in ensuring successful employment for students with disabilities. The present study explored the challenges in employment transition for four vocational high school students with autism, depending on their employment challenges and learning characteristics of autism, designed of self-determination employment transition curriculum (SDETC) which explored the learning outcome for four students with autism in workplace.
Method
The methodology used in this study was action research, which involved observing, interviewing, profile records and intervention program of SDETC which tested by curriculum based measurement (CBM). We assisted the four students with autism in implementing strategies for self-determination, self-control, and self-management in SDETC which role playing and other problem-solving strategies were also used.
Findings
The results showed that (a)four students with autism owned the autistic traits of social interaction, attention deficit and ritualized compulsive behaviors, which resulting in difficult to build relationships with colleagues, distraction in working and low quality of work. (b) according to the challenges of four students with autism in workplace revised and adjusted the strategies of SDETC in time. (c) four students’ with autism self-determination ability and generalization ability improved by teaching SDETC.(d) four students’ employment transition quality improved by SDETC.
Conclusion/Implications
It is important for increasing the ability of self-determination that we supply the support in environment. To ensure a smooth and successful employment transition, students with autism must rely on the collaborative efforts of schools, employment transition agencies, and their parents. School administrators should emphasize the importance of self-determination ability, which should be taught and practiced with cooperation from teachers and parents.
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Cheng-Fen Chang |
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Cheng-Fen Chang Yu-Chin Lee 李玉錦 |
author |
Yu-Chin Lee 李玉錦 |
spellingShingle |
Yu-Chin Lee 李玉錦 The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder |
author_sort |
Yu-Chin Lee |
title |
The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder |
title_short |
The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder |
title_full |
The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder |
title_fullStr |
The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder |
title_full_unstemmed |
The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder |
title_sort |
action study of self-determination employment transition curriculum on vocational high school students with autism spectrum disorder |
url |
http://ndltd.ncl.edu.tw/handle/zz7n76 |
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