The Action Study of Self-Determination Employment Transition Curriculum on Vocational High School Students with Autism Spectrum Disorder

• Main Authors: Yu-Chin Lee, 李玉錦
• Other Authors: Cheng-Fen Chang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/zz7n76

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.