Relevant bibliographies by topics / Teenagers with disabilities – Vocational education

Academic literature on the topic 'Teenagers with disabilities – Vocational education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Teenagers with disabilities – Vocational education"

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Bastiana, Purwaka Hadi, Tatiana Meidina, St Kasmawati, and Rusman Rasyid. "PEMBERDAYAAN PENYANDANG TUNAGRAHITA MELALUI PELATIHAN KETERAMPILAN DARI KORAN BEKAS." PRIMA : PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT 1, no. 3 (May 7, 2022): 21–28. http://dx.doi.org/10.55047/prima.v1i3.187.

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After completing their education at Special Education School (SLB), intellectually disabled students have to return to their community. Therefore, it is necessary to provide them with simple skills of making use of used newspapers. This study was intended to provide the teenage intellectually disabled students of SLB YP3LB Makassar with the skill that would enable them to live independently. The training was given to 5 mentally disabled students of vocational class at SLB YP3LB Makassar. The methods used were socialization, training, and practice. The findings indicate that the empowerment in form of training to make handicrafts from used newspaper is good for intellectually disabled students. The training was successful because (1) the skills trained were been mastered by the participants, (2) the materials and tools used were well known to participants, (3) the activities were organized in simple ways, (4) the examples and instructions were clearly stated, (5) and time allotted was enough for participants to do the steps correctly. It is suggested that the ability of students with intellectual disabilities in making use of newspapers can be improved in various forms. The skills will be able to help intellectually disabled students to live independently using the skills to make a living.
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Morales Rodríguez, Francisco Manuel. "VOCATIONAL APTITUDE FOR YOUNG UNEMPLOYED." Problems of Education in the 21st Century 44, no. 1 (July 1, 2012): 53–63. http://dx.doi.org/10.33225/pec/12.44.53.

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The aim of this study is presenting the structure and fundamental characteristics of a Mixed Experience Program Training and Employment whose overall objective was to introduce teenagers who live in rural areas by providing training activities necessary for this. This study provides an assessment of the impact and satisfaction of certain educational activities has had on the students participating in this program as protagonists of the teaching/ learning. Participants were 40 students, aged between 16 and 24 years old in rural areas of the province of Málaga, without previous employment and without qualification. The data show that the program has been a successful experience that has helped to facilitate labour insertion of participating pupils. The data show positive attitudes in students towards the use of new technologies like the Internet to facilitate their learning and that most of the activities they have been very satisfactory. Key words: career counselling, educational activities, sociolaboral insert, teenagers.
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Cawley, John F., Harris Kahn, and Angelo Tedesco. "Vocational Education and Students with Learning Disabilities." Journal of Learning Disabilities 22, no. 10 (December 1989): 630–34. http://dx.doi.org/10.1177/002221948902201008.

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Babich, Elena G., Mikhail B. Rumyantsev, and Aleksey S. Kuksov. "Socio-Psychological Aspects of Vocational Guidance Work with High School Students with Disabilities." Uchenye Zapiski RGSU 20, no. 3 (160) (September 30, 2021): 15–23. http://dx.doi.org/10.17922/2071-5323-2021-20-3-15-23.

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This article concerns various social and psychological approaches applied to the problem of career orientation of the young people having a disability. Various theories and views on the problem available in modern science as well as social and psychological test results to indicate disable young people’s psychological readiness to choose a profession and to plan the career way are presented. Authors also presented the diagnostic data and a program of the psychological follow-up of the disable graduating class teenagers.
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Dowdy, Carol A., Tom E. C. Smith, and Carl H. Nowell. "Learning Disabilities and Vocational Rehabilitation." Journal of Learning Disabilities 25, no. 7 (August 1992): 442–47. http://dx.doi.org/10.1177/002221949202500704.

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Sorokina, Anna. "LEGISLATIVE BASES OF CAREER GUIDANCE WORK OF UNIVERSITIES WITH PERSONS WITH DISABILITIES AND PERSONS WITH DISABILITIES." Scientific Papers Collection of the Angarsk State Technical University 2022, no. 1 (June 17, 2022): 349–54. http://dx.doi.org/10.36629/2686-7788-2022-1-349-354.

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The article deals with the normative-legal acts of the federal level, regulating the vocational guidance work of higher educational institutions with the disabled and persons with disabilities. The forms of the vocational guidance process, established by the legislator and used in practice, such as profinformation, creative rehabilitation, vocational counseling, vocational education, vocational diagnostics, vocational motivation, vocational probation, are systematized and characterized. The importance of complex application of possible forms is underlined. The legislative bases of vocational guidance work with disabled people at the regional level, by the example of the Irkutsk region in the state and university aspect, are considered
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Ibrahim, Rohaizat, Abdul Rahim Razalli, Ciptro Handrianto, M. Arinal Rahman, and Indah Wahyu Puji Utami. "SELECTION OF VOCATIONAL EDUCATION OF STUDENTS WITH LEARNING DISABILITIES IN MALAYSIA: STUDENTS, PARENTS, AND TEACHERS` PERSPECTIVES." IJIET (International Journal of Indonesian Education and Teaching) 5, no. 2 (July 22, 2021): 168–75. http://dx.doi.org/10.24071/ijiet.v5i2.3411.

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This study aims to identify the tendency of students with learning disabilities in choosing the field of their vocational education. This study also highlights the perceptions of parents and teachers towards the vocational field chosen by the students. A survey method is used in this study which involves 351 students with learning disabilities, 336 parents, and 248 teachers in the State of Selangor, Malaysia. The findings of the study indicate that there are several constructs namely, realistic, investigative, artistic, social, entrepreneurial, and conventional which determine students with learning disabilities choosing the field of vocational education. Meanwhile, several factors that influence parents' perceptions of their child's choice of vocational education field have been discussed in this study. This study illuminates the phenomena and tendency of difficulties faced by students with learning disabilities in choosing their field of vocational education. In this regards, parents and teachers have an important role in providing support to students with special needs in their learning and vocational choices.
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Van Beaver, Suzan M., Paula D. Kohler, and Janis G. Chadsey. "Vocational Education Enrollment Patterns of Females With Disabilities." Career Development for Exceptional Individuals 23, no. 1 (April 2000): 87–103. http://dx.doi.org/10.1177/088572880002300107.

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Defur, Sharon Hall, and Juliana M. Taymans. "Competencies Needed for Transition Specialists in Vocational Rehabilitation Vocational Education, and Special Education." Exceptional Children 62, no. 1 (September 1995): 38–51. http://dx.doi.org/10.1177/001440299506200104.

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Transition services and interagency service coordination for youth with disabilities have increased significantly during the past 10 years. The development of these services has necessitated the creation of new human services professional roles. One emerging role is that of transition specialist. Competencies for this new role of transition specialist have not been validated. This study was conducted to identify and validate competencies for transition specialist practitioners. Practitioners across the United States from the fields of vocational special education, special education, and vocational rehabilitation identified competencies believed essential to providing effective transition services. “Knowledge of agencies and systems change” was the highest-rated competency.
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Плотникова, В. В., М. Ц. Цыренова, М. В. Долгашева, Н. Г. Юсупова, М. А. Кукина, and Т. В. Яровова. "Peculiarities of general education disciplines teaching in the context of inclusive education in the secondary vocational education system." Management of Education, no. 2 (June 7, 2021): 199–207. http://dx.doi.org/10.25726/x6304-1119-0249-q.

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Материал статьи содержит гипотезу о важности внедрения инклюзивного образования в образовательных организациях среднего профессионального образования, перечень нормативно правовых документов, которые регламентируют право на образование подростков с особыми физическими возможностями, формы и методы организации и реализации инклюзивного учебного процесса. Целью статьи является изучение специфики преподавания общеобразовательных предметов в контексте инклюзивного образования в системе среднего профессионального образования. Методы исследования: аналитический обзор, сравнение, анализ и синтез, обобщение. Исследование показало, что инклюзивное образование в системе среднего профессионального образования позволяет подросткам с ограниченными физическими возможностями получить качественную профессиональную подготовку, как по общеобразовательным, так и по профессионально направленным дисциплинам, получить профессию и трудоустроится в организации различной формы собственности, стать полноправным членом общества. The article material contains assumptions on the importance of inclusive education implementation in educational establishments of secondary vocational education, the list of normative legal documents regulating the right to education of physically challenged teenagers, forms and methods of organization and implementation of inclusive educational process. The purpose of the article is to study of peculiarities of general education disciplines teaching in the context of inclusive education in the secondary vocational education system. The research methods are as follows: analytical review, comparison, analysis and synthesis, generalization. The research has shown that inclusive education in the secondary vocational education system allows the disabled teenagers to obtain skilled professional training both in general education and professional disciplines, to obtain profession and employment in the organizations of different types of incorporation, to become a regular member of the society.
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Dissertations / Theses on the topic "Teenagers with disabilities – Vocational education"

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Wong, Kin-wan Anissa. "The effectiveness of school-based curriculum in enhancing vocational competencies among secondary school students with moderate mental handicaps." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669032.

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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Price, Linda J. "Outcomes for secondary students with disabilities : effects of functional vocational evaluation and self-determination /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7708.

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Wong, Kin-wan Anissa, and 黃健雲. "The effectiveness of school-based curriculum in enhancing vocational competencies among secondary school students with moderate mentalhandicaps." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669032.

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Kuffner, Bianca. "Adolescents in special schools' perceptions of their learning disabilities." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20054.

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Thesis (MEdPsych) Stellenbosch University, 2012.
ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education. The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis. The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources.
AFRIKAANSE OPSOMMING: Voltooiing van formele onderwys met 'n spesifieke leergestremdheid bied baie uitdagings aan die betrokke individue. Negatiewe persepsies van leergestremdhede en/of onakkurate en onrealisties persepsies kan vir leerders met spesiale onderwysbehoeftes swak uitkomste in die volwasse lewe tot gevolg hê, asook gevoelens van frustrasie, hulpeloosheid en hopeloosheid tydens hul oorgang van skool na naskoolse kontekste. Sulke individue moet 'n akkurate persepsie van hul eie leergestremdhede vorm om te verseker dat hulle gewillig self voorspraak sal maak (self-advocate) en in staat sal wees om toepaslike ondersteuning wat nodig is om sukses in alle sfere van die lewe te ervaar, uit te soek. Die doel van hierdie studie was om 'n in-diepte ondersoek van die subjektiewe persepsies van adolessente in spesiale onderwys met betrekking tot hul eie leergestremdhede te voer, aangesien toegang tot hierdie kennis 'n belangrike eerste stap in die rigting van die ontwikkeling en voorsiening van positiewe en bemagtigende ingrypings en ondersteuning vir leerders in spesiale onderwys is. Die navorser het haarself belyn met die konstruktivistiese/interpretatiewe paradigma en die navorsingsmetodologie wat gebruik is kan beskryf word as 'n basiese kwalitatiewe navorsingsontwerp. Sewe deelnemers van 'n spesiale skool is gekies deur middel van doelgerigte steekproeftrekking. Die navorser het individuele semi-gestruktureerde onderhoude en fokusgroep onderhoude gebruik, sowel as persoonlike dokumente (in die vorm van die leerders se persoonlike lêers) om data te verkry. Die proses van analise wat toegepas word kan beskryf word as tematiese inhoud-analise. Die bevindinge van hierdie studie dui daarop dat adolessente bewus is van die individuele uitdagings wat aan hul gestel word deur die voltooiing van skool met 'n leergestremdheid. Tog was dit in 'n minder aftakelende sin ervaar as gevolg van die ondersteunende spesiale skool konteks waarin hul hulself bevind. Oor die algemeen was hulle nie bewus daarvan dat hulle self voorspraak (self-advocacy) sal moet maak vir ondersteuning in naskoolse kontekste nie. Die persepsies wat van hul leergestremdhede gevorm word is beïnvloed deur vroeë ervarings van hul eerste bewustheid van hul stryd om te leer, hul ervarings van die asseseringsproses en plasing in 'n spesiale skool, die persepsies wat ander van hul leergestremdhede het, sowel as hul ervarings as leerders in 'n spesiale skool. Die belangrikste aanbeveling gebaseer op die bevindinge van hierdie studie is dat die leerders in die omgewing van die spesiale skool voorsien moet word van meer eksplisiete voorligting ten opsigte van die spesifieke aard van hul leergestremdhede. Hulle moet bewus gemaak word van strategieë en hulpbronne wat hul moontlik kan gebruik in die naskoolse omgewings, asook die proses van die verkryging van toegang tot sodanige hulpbronne.
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Legutki, Gregory Walter. "Factors which enhance the transition from high school to adult life of students with special needs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/821.

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Lohyn, Marta. "Problems of theory and research : an evaluation of a vocational training programme for disabled adolescents /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arml833.pdf.

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Panagos, Rebecca J. Huffman. "Self-efficacy and the career development of adolescents with learning disabilities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737846.

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Huyssoon, William Lee. "Exploratory vocational course for special needs students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1939.

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Seaman, Rachel Lynn. "Paraprofessional-Implemented Vocational Training for Students With Severe Disabilities." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493500711957814.

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Books on the topic "Teenagers with disabilities – Vocational education"

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Clark, Gary M. Career development and transition education for adolescents with disabilities. 2nd ed. Boston: Allyn and Bacon, 1995.

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P, Kolstoe Oliver, ed. Career development and transition education for adolescents with disabilities. Boston: Allyn and Bacon, 1990.

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M, Clark Gary, Kolstoe Oliver P, and Clark Gary M, eds. Transition education and services for adolescents with disabilities. 3rd ed. Boston: Allyn and Bacon, 2000.

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A, Neubert Debra, and Clark Gary M, eds. Transition education and services for students with disabilities. 5th ed. Upper Saddle River, N.J: Prentice Hall, 2010.

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Evidence-based instructional strategies for transition. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

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Organisation for Economic Co-operation and Development. and Centre for Educational Research and Innovation., eds. Handicapped youth at work: Personal experiences of school-leavers. Paris: Organisation for Economic Co-operation and Development, 1985.

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Handbook of adolescent transition education for youth with disabilities. New York: Routledge, 2011.

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Massachusetts. Dept. of Education. Employment development for youth with special needs: Program models that work. Quincy, Mass.]: Massachusetts Dept. of Education, 1987.

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Rudder, Walter J. At risk: The vo-tech student in the suburban school. Riverton, NJ, USA: Weidner & Sons Pub., 1994.

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Buys, Nicholas. Vocational education and training for people with disabilities. Leabrook, SA, Australia: NCVER, 1999.

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Book chapters on the topic "Teenagers with disabilities – Vocational education"

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Stone-MacDonald, Angela. "The Academic and Vocational Classrooms." In Community-Based Education for Students with Developmental Disabilities in Tanzania, 89–106. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7320-2_5.

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Batz, Victoria, Inga Lipowski, Franziska Klaba, Nadja Engel, Veronika Weiß, Christian Hansen, and Michael A. Herzog. "The Digital Competence of Vocational Education Teachers and of Learners with and Without Cognitive Disabilities." In Emerging Technologies for Education, 190–206. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92836-0_17.

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Othman, Rosly. "Workforce Diversity in Malaysia: Current and Future Demand of Persons with Disabilities." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 87–110. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5107-1_5.

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Abdullah, Melissa Ng Lee Yen. "Embracing Diversity by Bridging the School-to-Work Transition of Students with Disabilities in Malaysia." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 163–83. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5107-1_9.

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Re, Maria Rosaria, and Mara Valente. "Promoting Social Inclusion in Vocational Training Students with Disabilities: An Experience of Museum Education." In Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education, 302–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21569-8_29.

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Youn, Hoyoung, and Joon Sang Baek. "The Impact of Distance Learning Necessitated by Pandemic: An Exploration of Distance Vocational Education for Students with Intellectual Disabilities and New Opportunities in Design Domains." In [ ] With Design: Reinventing Design Modes, 1485–93. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4472-7_97.

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Paris, Damara Goff, and Katrina R. Miller. "Wearables and People with Disabilities." In Wearable Technology and Mobile Innovations for Next-Generation Education, 167–83. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0069-8.ch009.

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Assistive technology including wearables, have a positive impact towards changing the lives of people with disabilities. Advances in glass, electronics, sensors, and a wide range of digital devices are substantially improving how people with disabilities (PWD) navigate the world, and allow greater possibilities for PWD who are competing in today's job market. This chapter explores the following topics related to disabilities: Historical developments changing the lives of people with physical and sensory disabilities, laws pertaining to technology access, technological advances in wearables for individuals who are deaf, blind, paralyzed, or other mobility and speech impairments, socio-cultural and vocational implications of wearables for individuals who are deaf, deaf-blind or speech impaired, and the applications needed for wearables to meet the on-the-job demands.
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Nagata, Rashelle. "Supported Education for Adults with Psychiatric Disabilities." In 50 Studies Every Occupational Therapist Should Know, edited by Elizabeth A. Pyatak and Elissa S. Lee, 169—C24.P41. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/med/9780197630402.003.0024.

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Abstract This chapter describes a study analyzing the effectiveness of a supported education program for adults with psychiatric disabilities in achieving educational and vocational goals. Thirty-eight adults with psychiatric diagnoses were assigned at random to either an experimental group that received supported education services (n = 21) or a control group that received treatment as usual through their mental health facilities (n = 17). The 6-week intervention included 12 sessions that targeted a variety of topics to support academic and career success, in addition to individualized mentorship. Statistically significant findings were captured by the observational and self-report measures gathered by pre- and posttests in both the experimental and control groups. This chapter discusses the importance of occupational therapy support for adults with psychiatric disabilities in community reintegration through either formal education participation or employment.
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Vericheva, Ol'ga Nikolaevna. "Socio-cultural Activities of Students with Physical Condition and Disabilities in Institutions of Higher and Secondary Professional Education." In Pedagogy and Psychology of Modern Education, 157–77. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103139.

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The chapter examines the content and features of the socio-cultural activities of students with physical condition and disabilities in institutions of higher and secondary vocational education, describes the basic technologies for building the socio-cultural space of an educational institution, classifies the forms and methods of organizing socio-cultural activities with students with disabilities.
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Kellems, Ryan O., Gulnoza Yakubova, Jared R. Morris, Alex Wheatley, and Briella Baer Chen. "Using Augmented and Virtual Reality to Improve Social, Vocational, and Academic Outcomes of Students With Autism and Other Developmental Disabilities." In Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education, 164–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5043-4.ch008.

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Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.
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Conference papers on the topic "Teenagers with disabilities – Vocational education"

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Khoeriah, N. Dede, Nani Nur’aeni, Zubaedah Wiji Lestari, and Panji Romadonna. "Vocational Civics for Persons with Intellectual Disabilities." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.039.

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Petra, Kurková, Nemček Dagmar, and Bendíková Elena. "Comparison of differences of Czech teenagers with sensory disabilities in physical education classes." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2019 (ICCMSE-2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5137990.

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"Psychoanalysis and Countermeasures of Oral English Learning Disabilities of Vocational College Students." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.244.

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Wei, Yeap Teik, Salleh Abd Rashid, and Nazeri Mohammad. "Sustainable Multimedia with Beta Wave Learning in Letter Literacy to the Achievement of Pupils with Learning Disabilities in Level One Primary School." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.7.

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Winarno, Agung, Siti Robfiah, and Madziatul Churiyah. "Why Vocational School Students Drop Out: Uncovering the Relation between Rural Business Development and Teenagers' Interest in School in Blitar East Java." In International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0195.

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Mutiku, Johannes Kioko, and Hannah Kiaritha. "Increasing the Enrolment of Women and Girls in TVET in Africa through the Women in Technical Education and Development (WITED)." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9725.

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This paper is for The PCF10 and on the sub theme “Promoting Equity and Inclusion” at the Tenth Pan-Commonwealth Forum on Open Learning (PCF10), Calgary, Canada. The author discusses how the enrollment of women and girls in TVETs in Africa is being increased through ‘’Women in Technical Education and Development (WITED)’’, a program of the Association of Technical Education and Development in Africa (ATUPA) and supported by the Commonwealth of Learning (COL). The paper gives: the background to the WITED program; the objective and strategies applied; revitalizing WITED through COL and ATUPA Women in STEM (CAWS) Project; the intended outcomes of the WITED Program and finally the conclusions. The methodology of this paper is desk research combined with interviews of the “WITED Champions”. The authors extensively examine available documents on WITED. The UN Agenda 2030 for Sustainable Development aims to: “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations” by 2030 (SDG target 4.5); and “achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value” (SDG target 8.5). Equality and non-discrimination are also reflected in the UN’s “Leaving no one behind” framework, endorsed by the United Nation System’s Chief Executives Board for Coordination. Women in Technical Education and Training (WITED) is a program which was initiated by Commonwealth Association of Polytechnics in Africa (CAPA), now Association of Technical Universities and Polytechnics in Africa (ATUPA), with the support of the International Labor Organization (ILO) and Commonwealth of Learning (COL) back in 1988. The author seek to evaluate the impact achieved by the programme, the challenges encountered and finally make a call to action by recommending ways by which the programe can reach more girls and women and bring them into TVET programmes.
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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.

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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.
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Reports on the topic "Teenagers with disabilities – Vocational education"

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Amenya, Donvan. Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.128.

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This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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