Please use this identifier to cite or link to this item:
Employment Transition Services for College Students with Learning Disabilities
Ng, Siow Hui
college and university
employment transiton service
The aim of the study is to explore college students with learning disabilities on their demand of employment transition services and the employment transition services provided by college, hence, to understand the gap between the needs and the actual services provided, so as to find out the proper direction for the employment transition service, to enhance employment preparation for the students with learning disabilities. Resarcher investigates college and university students with learning disabilities. A self-edited questionaire about “the employment transition needs and actual service provided” was conducted amongst the students. A total of 702 questionnaires were sent and a total of 197 valid questionnaires were received. All receiving data was analyzed with computer statistical software SPSS 22.0, and the results are as follows: First, at all levels of the employment transfer services, the highest demand level of college and university students with learning disabilities is the “career exploration and preparation” service, followed levels in order are the “resource linking” service, the “campus employment support” service and the “self- exploration” service. Second, at all levels of the employment transfer services, the highest level of service offered by college and university is “self- exploration” service, followed levels in order are the “campus employment support” service, the “career exploration and preparation” service, and the “resource linking” service. Third, regarding the gap between the employment transfer needs and its actual services provided, college or university students with learning disabilities’ need of “self- exploration” service is mostly satisfied, however, the need of “career exploration and preparation” service is the opposite, college and university students are not satisfied by the service provided by college or university. Fourth, the demand level of employment transition service for college or university students with learning disabilities does not differ depending on the school types and categories; however, there are differences according to the different grades and working experiences, sophomore year students with learning disabilities will have more demand on self-exploration service than freshman year students with learning disabilities. Learning disabled students with work experience in the campus have obvious demand on campus employment support, career exploration and preparation, and overall employment transition service than learning disabled students with work experience outside the campus. Fifth, students with learning disabilities respond that the level of employment transition service offered by college or university does not differ depending on the school types, categories and grades; however, there are differences according to the different working experiences, learning disabled students with both work experience inside and outside the campus obviously demand higher level of self-exploration service provided by school than learning disabled students with work experience only outside the campus. This study is the further discussion according to the findings, and to make recommendations for college or university counselors’ substantive work and for the future research. The content of the study is for reference.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.