<p> Challenges encountered by young adults with intellectual disabilities (ID) during the transition from high school to employment have great potential to limit an individual&rsquo;s opportunity and/or capacity for self-determination regarding employment. This mixed-method study is focused on defining the characteristics of self-determined people and examining the challenges to self-determination experienced by a group of nine Project SEARCH interns with ID. Through field observations as well as initial and final interviews, photographs, goal-reporting, and administration of the <i>AIR Self-Determination Scale,</i> the challenges discovered among the Project SEARCH interns included those related to communication; social interaction and awareness; work skill development; emotional control; disposition, positive attitude, and work ethic; and seeing oneself outside of the current work experience. It further examined how intern experiences, interactions, and individualized supports available during the Project SEARCH year contributed to an intern&rsquo;s positive growth and change in the self-determination characteristics directly related to his/her identified challenges.</p>

<p> The employment rate for individuals with disabilities is low. Yet some individuals with disabilities are able to maintain employment for extended periods of time by using unspecified social competencies, which allowed them to react appropriately during co-worker and supervisor interactions at the work site. The purpose of this qualitative case study was to explore the social skills utilized by an individual with disabilities who maintained employment. Interviews and observations that followed appreciative inquiry principles and social role valorization perceptions were used to gain insight from the individual with disabilities, supervisors, co-workers, and the individual&rsquo;s employer. The results of this qualitative case study identified the social competencies needed for individuals with disabilities to maintain employment. Professionals who prepare individuals with disabilities for employment could include the identified social skills in their instruction.</p><p>

As a model program, this study utilized high school students who tutored elementary students in computer assisted drafting (CAD). The tutors (called interns) offered various aspects of Technology Education to fifth and sixth graders (called youngsters). All youngsters were classified as gifted. In addition to high intelligence, each had some learning disability. Consequently, they were both gifted and learning disabled, or G/LD. Using a case study method, this study compared five author formulated propositions to data from observations and interviews. Proposition I. Changing schools. By utilizing existing resources, teachers can bring about positive changes in school policies and procedures. The study examined a staff-initiated, adapted change in an existing classroom practice which gave school staff a sense of ownership and, therefore, encountered little of the resistance that frequently accompanies imposed changes. Proposition II. Cooperative education. College-bound students have fewer opportunities to participate in off-campus learning experiences than do non-college-bound students. Although scheduling and other difficulties work against easy implementation of cooperative education programs for college-bound students, the study demonstrated that such programs can be successful. Proposition III. Building relationships. The interns, as positive role models, provide a vital component in the affective development of the G/LD youngsters, many of whom tend to be isolates. Classroom observations indicated that the youngsters admired, respected, and confided in the interns regarding personal matters. Proposition IV. Technology and values. Fear of job loss, coupled with the fear that technology is beyond human control, causes people to distrust and/or fear technological change. The interns expressed concern regarding jobs, the environment, and, the threat of war. None expressed fear of technology or felt that it was beyond human control. Proposition V. Seeking new teachers. Because few capable students are interested in teaching careers, the study attempted to present a positive image of teaching, thereby cultivating an interest in the profession. Prior to their involvement in the study, all of the interns indicated having little or no interest in teaching. At the end of the year-long study, these views remained unchanged.

The purpose of this study was to determine if there is a relationship between positive self-esteem and self-awareness and successful job experience for mentally retarded students in the Occupational Skills And Development Center (OSDC) at Dorchester High School. Over the years, much has been written about programs for mentally retarded students and the programs they should be enrolled in. Little has been written about how the students feel about the programs they are in and what they feel the programs have or have not done for them. This study is an attempt to get responses from the students enrolled in a specific program at Dorchester High School relative to how they feel about the program, themselves, and what the program has done for their self-esteem, self-awareness and success at a job. The methodology was to ask the students a series of questions to determine how they felt about themselves, their personal relationships, and surroundings. Then a six-week self-esteem curriculum was delivered, each week with its own theme and focus. The questionnaires and curriculum were evaluated to suggest how the program might be enhanced, adapted or promoted to better serve this population. No reference is made to individuals by name and every effort has been made to insure that the students are not identified. The results of this study will be used to improve the curriculum of the OSDC at Dorchester High School to better insure the success of the students who complete the program. Students and their parents/guardians will be able to have input into the discussions and decisions that will be made regarding any changes to the current program.

<p> This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal&rsquo;s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.</p>

<p> It was not known how the visually disabled perceived gaining employment or how perception affected employment seeking behaviors within this population. The purpose of this qualitative narrative study was to explore how the visually disabled perceived gaining employment and how perception affected employment seeking behaviors within this population. Action in Perception, and the enrichment perspective were used for this study. Data collection consisted of a list of questions for employed or unemployed participants, offered in print or braille, a demographics questionnaire, and interviews conducted face-to-face or by Zoom Pro. Research participants were 10 visually disabled participants 18 years and older residing in Texas. Theoretical thematic coding with an inductive analysis, hand coding, and NVivo were used for data analysis. Themes chosen prior to research were academic achievement, assistive technology, communication, self-advocacy, independence, interdependence, higher education, perception, vocational rehabilitation, and employment achievement. New themes that emerged during data collection were role models, networking, demonstration, emotional impact, self-employment, telework, and enrichment. Results showed the visually disabled perceived gaining employment as financial independence and perception affected employment seeking behaviors strongest through networking. </p><p>

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 101-106).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 101-106). Also available in print.