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The Practice and Effect towards Career Self-Determination Curriculum for Learning Disabilities Students in Technical Senior High Schools
Career Self-Determination Curriculum
Learning Disabilities Students
Technical High School
The purpose of this study aimed at the problems during the life process and the occupation issues of learning disabilities(LD) students in technical high school, editing Career Self-Determination Curriculum(CSDC) and carry out the instruction. It investigated the development and implementation process of the curriculum. Furthermore, it explored the students’ performance on career self-determination. By means of the study result, it also reflected the teacher’s professional development. The study adapted Action Research to take 3 learning disabilities students from one technical high school in southern Taiwan as the subject. It totally took 12 weeks, 22 classes in this Career Self-Determination Curriculum. During the process, it collected qualitative and quantitative data, including in-class recording, worksheet, reflection sheet, research reflection journal, parents interview records via phone call and pre- and post-test of self-evaluation. After the data analysis, the conclusions would be categorized into the following points: A.Planning Process of CSDC (a)According to the students’ current ability and needs, it should focus on the learning needs of career planning at the Individualized Education Program (IEP) meeting. (b)Based on the students’ career needs, self-determination theory and Special Needs Field Courses in K-12 Outline, it can develop CSDC of learning disabilities students in technical high school. (c)The curriculum design should be planned in terms of the students’ disabilities features and differentiation. It also needs to keep the most flexible during the teaching process. B.The Students’ Performance on Career Self-Determination Ability (a)The result of self-evaluation has increased in Career CSDC, but it still exists individual differences. (b)Student’s self-determination would be influenced by the parents’ attitude, teacher, and role model. C.Teacher’s Reflection and Development (a)It should face up to the needs of students’ career and self-determination of learning disabilities students in technical high school. (b)It keeps revising and implementing the course to meet the students’ need through coordinative instruction. (c)The teaching style differs from the traditional class. Therefore, the instructor must play a different role to meet the requirement of the class. Based on the above findings in the study, the researcher provides the implication for teaching practice and the future study.
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