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|Other Titles:||Employment Transition Services for College Students with Learning Disabilities|
Siow-Hui Ng, Ting-Fang Wu
National Taiwan Normal University Special Education Center
In recent years, due to the available of education and multi-enrollment methods, more and more students with disabilities have been getting into universities. How to transit these students from education to work sites has thus become the focus of universities. This study aimed: (1) to investigate the needs of employment transition for those students with learning disability (LD) at the university levels and (2) to investigate the status of the employment services provided by their universities and (3) to understand the discrepancy between (1) and (2) to find out the suitable services in the future. In this study, students with LD were recruited as research participants and 197 valid questionnaires were collected. A self-designed questionnaire, "Needs and Provisions of Transition Services for Students with Learning Disabilities in Universities", was used as the research tool. The results showed that the most in-demand transition services for these participants were the options "career exploration and preparation" and "resource link." "Employment support in schools" and "self-exploration" were next options subsequently. However, "self-exploration" was the option that the universities provided most frequently. The next options were "employment support in schools", "career exploration and preparation" and "resource links" subsequently. In terms of the discrepancy between supply and demand , the demand for "career exploration and preparation" for these participants is significantly higher than that was provided by the universities. This indicated that the needs of these participants in this option have not been met. In contrast, the demand for "self-exploration" was significantly lower than that which was provided by the universities. There were no significant differences between the two dimensions in terms of "resource link" and "employment support in schools". However, the actual status of services provided by schools, as well as other factors affecting supply anddeman
|Appears in Collections:||特殊教育季刊|
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