CAREER
EDUCATION AND VOCATIONAL TRANSITION
PROGRAM:
PREPARATION FOR A WORKING LIFE FOR
STUDENTS
WITH INTELLECTUAL DISABILITIES
Y.
Ivzori, S. Reiter, D. Sachs
Purpose: To
evaluate the contribution of a transitional program from
school to work of
students with intellectual disability (ID) and to
establish evidence
regarding the effectiveness of the program when
compared to other
programs acceptable today. The program was
designed based on
Kielhofner’s model of Human Occupation (2004),
and on the Cycle of
Internalized Learning (Reiter, 2008). Method:
Qualitative method
was used to compare the performance of the
research and
control groups on the following measures: knowledge
about work,
acquisition of employability concepts, developing worker
identity, and
strengthening performance capacity. In addition, a focus
group interview was
performed to incorporate a qualitative
understanding to
the topic. Population: 77 students with ID, from six
special education
schools in the north of Israel
study in research
(n =48) and in control groups (n =29). Assessment
tools: Occupational
Self-Assessment questionnaire (Baron et al,
2002). Occupational
Knowledge and Interest test (Reiter, 1997).
Employee card
assessing performance capacities, concepts
questionnaire for
employability, satisfaction questionnaire of the
program. (The three
last tools were developed for the study). Results:
In the research
group there were significant differences between the
beginning and the
end of the program on: knowledge about work,
concepts of
employability, worker identity and vocational capabilities.
Significant
differences were found between the research and control
groups at the
completion of the transitional program. Discussion: Will
focus on
theoretical and practical implications of the program and
emphasize the
importance of incorporating work and worker identity
constructs to
transitional programs for people with ID.
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