Journal articles: '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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Tran, Thu-Giang, and Van-Hung Nguyen. "Reality on Parents’ Awareness of Vocational Education for Students with Intellectual Disabilities in Vietnam." International Journal of Management and Humanities 5, no. 4 (December 15, 2020): 51–54. http://dx.doi.org/10.35940/ijmh.d1204.125420.

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Vocational education for students with intellectual disabilities has been an issue that their parents pay much attention. Vocational education for students with intellectual disabilities is understood as the organization of activities to support students with intellectual disabilities to choose and develop the professional that best suits their abilities, needs and interests, and at the same time satisfy the human needs of the career fields. The data set on parents’ awareness of vocational education for students with intellectual disabilities were collected directly through surveys in four provinces which are representatives of different regions in Vietnam. Parents participating in the survey are selected according to non-random sampling, combining between quota sampling and purposive sampling methods. Questionnaire address the criteria of skills, contents, methods, forms, needs and factors affecting vocational education based on parents’ opinions. The data set has 144 valid records which are input, screened and analyzed. The data results reflect parents’ responsiveness, so it is useful to develop activities of career-oriented guidance that considered the parents’ expectation and opinions for their students with intellectual disabilities in educational institutions.

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Minskoff, Esther H., and Sherry DeMoss. "Facilitating Successful Transition: Using the TRAC Model to Assess and Develop Academic Skills Needed for Vocational Competence." Learning Disability Quarterly 16, no. 3 (August 1993): 161–70. http://dx.doi.org/10.2307/1511324.

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Successful transition from school to employment requires a variety of services, one of which is vocational education at the secondary level. Students with learning disabilities have difficulties meeting the academic demands of mainstream vocational education programs. The TRAC model for assessing and developing academic skills for 26 vocational education programs is described. The TRAC program is designed for use by special education teachers in conjunction with vocational educators to provide a positive first experience for students with learning disabilities in the long transition process to adult competence.

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Shubochkina, Evgenyia I., and Evgenyia M. Ibragimova. "Actual medical and social problems of education and vocational training for children with intellectual disorders." Hygiene and sanitation 101, no. 11 (November 30, 2022): 1379–85. http://dx.doi.org/10.47470/0016-9900-2022-101-11-1379-1385.

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The Fifty-eighth World Health Assembly, having considered the report on disability, provides for “the need to invest in health and rehabilitation services necessary to ensure equality of opportunity and a good quality of life for people with disabilities.” The Convention on the Rights of the Child and the Law on Education of the Russian Federation include the possibility of obtaining education, vocational guidance and vocational training for persons with disabilities. Objective is to assess the medical and social problems of adaptation of children with intellectual disabilities in educational institutions, vocational guidance for choosing the appropriate profession, training and employment. Review of current data on the problems of education and health care of children with mental retardation, their professional orientation, vocational training. Assessment of the modern regulatory framework for teaching children and adolescents with disabilities. The search for information was carried out using the eLibrary information portals.RU, PUBMED, Web of Science and Scopus. It is shown that there are problems of attracting adolescents with mental retardation in the management of vocational education, where the number of students remains minimal. New regulatory documents are presented, which define the conditions and training loads for persons with disabilities in educational institutions. The necessity of improving the quality of medical, psychological and pedagogical support of students with disabilities with the involvement of doctors of the appropriate profile has been established. The development of the material and technical base for the upbringing, training and rehabilitation of children with mental retardation is shown. The problems with the readiness of teachers to work with children with disabilities in the implementation of the State program “Accessible Environment” are noted. The “Concept of the development of education of children with disabilities”, developed by teachers-defectologists, is considered. The modern regulatory framework for vocational training and employment of persons with disabilities is presented. Conclusion. The results of the review are aimed at identifying problems with professional orientation and training of adolescents with mental retardation. They can be useful for specialists dealing with such children and adolescents.

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Sriana Banul, Maria, Reineldis Elsidianastika Trisnawati, Dionesia Octaviani Laput, Makrina Sedista Manggul, Silfia Angela Norce Halu, and Isabela Bening. "EDUCATION OF SEXUALLY TRANSMITTED DISEASES IN ADOLESCENTS AT SMKS KARYA RUTENG." Abdi Dosen : Jurnal Pengabdian Pada Masyarakat 6, no. 4 (November 12, 2022): 1211. http://dx.doi.org/10.32832/abdidos.v6i4.1549.

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The phenomenon of free sex has spread among teenagers, and has an impact on the increase in sexually transmitted diseases, so education on reproductive health, especially Sexually Transmitted Diseases (STD), should be informed to children, especially teenagers, both through formal and informal education. The activity was carried out at Vocational High School Karya Ruteng. The number of participants is 61 people. This activity aims to increase adolescents' knowledge at Vocational High School Karya Ruteng about Sexually Transmitted Diseases (STD) in the good, enough, and fewer categories. The method is to provide counseling, question and answer, and discussion with the participants. The level of adolescent knowledge at Vocational High School Karya Ruteng was assessed through the results of filling out questionnaires filled out by participants before and after the activity as well as the results of questions and answers at the end of the activities. The knowledge of participants after participating in this activity has increased. The increase in knowledge expecting to shape adolescent behavior to avoid free sex among adolescents so that unwanted pregnancies and increased transmission of sexually transmitted diseases do not occur.

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Otrębski, Wojciech, and Katarzyna Mariańczyk. "Tranzycja uczniów z niepełnosprawnością intelektualną z edukacji na rynek pracy - perspektywa rodzica." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 20 (October 22, 2018): 47–76. http://dx.doi.org/10.14746/ikps.2018.20.03.

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The interactive model of vocational rehabilitation includes two key components: the rehabilitated individual and the vocational rehabilitation environment. The interaction of these two elements should contribute to the improvement of vocational competencies of people with disabilities[1]. Due to the fact that parents are considered as the second main contributors (just after teaching staff) of vocational training as well as life and vocational orientation of children and teenagers[2], the family environment can be treated as a significant part of the vocational rehabilitation of people with intellectual disability. Therefore, the aim of this study was to discover how parents of individuals with intellectual disability participate, if they do, in vocational training of their children. Materials and Methods: The study was conducted among parents of special vocational schools graduates using the survey ASZ-S-R by W. Otrębski and K. Mariańczyk. The results are based on the answers of 71 parents/guardians of graduates of special vocational schools located in South-East part of Poland. Results: Nearly 88% of respondents declared that they supported the vocational preparation of their children by holding talks about various vocational activities. Circa 40% of them also provided help to their children with disabilities to find employment (e.g. by searching for job advertisements); nevertheless, over a quarter do not engage in such an activity at all. Active participation of parents of graduates with intellectual disability is necessary to prepare their children to undertake vocational activities. [1] W. Otrębski, Interakcyjny model rehabilitacji osób z upośledzeniem umysłowym, Wydawnictwo KUL, Lublin, 2007, s. 56. [2] J. Stankaitytė, N. Janonytė, J. Muriniene, A. Paszkowska-Rogacz, Etapy rozwoju dziecka i wyboru kariery zawodowej, [w:] Moje dziecko wybiera karierę zawodową, red. A. Paszkowska-Rogacz, Społeczna Wyższa Szkoła Przedsiębiorczości, Łódź, 2008, s. 19-33.

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MYASNIKOV, Ilya Rubenovich, Elena Mikhaylovna STAROBINA, and Lyudmila Alekseevna KARASAEVA. "AN INTEGRATED APPROACH TO THE ORGANIZATION OF ACCESSIBLE EDUCATIONAL ENVIRONMENT FOR PEOPLE WITH DISABILITIES." Tambov University Review. Series: Humanities, no. 176 (2018): 29–38. http://dx.doi.org/10.20310/1810-0201-2018-23-176-29-38.

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We describe the main components that form an accessible educational environment for people with disabilities. Based on the analysis of the regulatory legal framework of education, social protection and rehabilitation of people with disabilities, as well as theoretical, procedural and medical-expert bases of disability, the characteristics of the interrelated elements of accessibility in the system of vocational education of people with disabilities is given. The main legal acts of the Russian Federation, as well as international acts regulating the provision of accessible education and employment for the disabled are considered. We reveal that vocational education of people with disabilities is at the same time an integral part of the system of vocational rehabilitation of disabled people. We also emphasize that the independent way of life of people with disabilities should be ensured through the accessibility of the physical, social, economic and cultural environment. The importance of the rehabilitation component of the accessible educational environment for the people with disabilities is highlighted. This component includes the provision of assistance to the disabled person in the development of professional educational programs, the solution of related learning problems, formation of professional, social and psychological maturity of the disabled person. The importance of technical means of rehabilitation and architectural and planning aspects in creating an accessible educational environment for the disabled is noted. Taking into account all the necessary components will allow to create a system of affordable and quality vocational education for people with disabilities.

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Vericheva, Ol'ga N., Anna G. Samokhvalova, Yuriy V. Rumyantsev, Natal'ya B. Topka, and Ol'ga M. Zabelina. "Strategies of social partnership in the spheres of education, employment and employment of young people with restricted health and disability." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 229–32. http://dx.doi.org/10.34216/2073-1426-2019-25-3-229-232.

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The article discusses the current effective social partnership strategies in the fields of education, employment and employment of young people with handicappedness and disabilities. The author's approaches to the formation of regional experience in social support of young people with disabilities, their training, vocational guidance and employment are analysed. In modern socio-economic conditions, the search for new approaches to the quality of training for specialists with disabilities is of great importance. Therefore, it is necessary to consider new learning technologies, including holding competitive venues in various competences at regional and national championships in professional skills among the disabled and handicapped people"Abilympics." In order to ensure effective vocational guidance and motivation of young people with disabilities to receive vocational education, promoting their employment and socio-cultural inclusion in society.

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Kovtoniuk, Mariana M., Olena P. Kosovets, Olena M. Soia, Olga Yu Pinaieva, Vira G. Ovcharuk, and Kuralay Mukhsina. "MODELING THE DEVELOPMENT PROCESS OF INCLUSIVE EDUCATION IN UKRAINE." Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska 12, no. 4 (December 30, 2022): 67–73. http://dx.doi.org/10.35784/iapgos.3272.

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The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.

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KONOVALOV, Aleksey Yurevich, Esedulla Mallaalievich OSMANOV, and Sergey Yurevich DUTOV. "ADAPTIVE PHYSICAL EDUCATION IN THE SYSTEM OF INCLUSIVE INTERMEDIATE VOCATIONAL EDUCATION IN THE TAMBOV REGION." Tambov University Review. Series: Humanities, no. 177 (2018): 118–28. http://dx.doi.org/10.20310/1810-0201-2018-23-177-118-128.

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With the signing of the United Nations Convention “On the Rights of People with Disabilities” the attitude of the state to people with health limitations and disabilities began to change radically for the better way. In this regard, a number of legal acts were adopted, including the state program “Accessible environment” for 2011–2020, the purpose of which is to create conditions conducive to the integration of people with health limitations in society and improve the level and quality of their lives. One of the promising tools for professional adaptation and social integration of people with disabilities and people with health limitations are means of adaptive physical culture in the process of obtaining professional education, which, however, are currently not sufficiently developed and require further study. The aim of our research is to study the indicators characterizing the effectiveness of the process of adaptive physical education of people with health limitations and disabilities in the system of regional inclusive intermediate vocational education. The results of the study indicate a lack of effectiveness in this area, which requires the development of targeted scientifically based measures to improve the motor activity of people with health limitations and disabilities. we discover that the indicator of the number of people with health limitations and disabilities with high motor activity is formed under the positive influence of the number of sports sections in the institution, the number of sports events with the joint participation of students without disabilities, and people with health limitations, within the institution, at the municipal and regional level, the level of funding. The obtained formulas of forecast can be used to calculate the projected number of people with health limitations with high motor activity, with an increase in a particular indicator by a certain number of points. The established indicators should be used to develop measures to execution the process of adaptive physical education in the system of regional inclusive intermediate vocational education.

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Ziętek, Anna. "SUPPORTING THE PROFESSIONAL DEVELOPMENT OF PERSONS WITH DISABILITIES IN THE POLISH LABOR MARKET." Educational Analytics of Ukraine, no. 2 (2020): 41–49. http://dx.doi.org/10.32987/2617-8532-2020-2-41-49.

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The article presents a concept of social approach towards individual support for persons with disabilities, which aims at levelling their opportunities in social and professional life. It suggests the introduction of tasks related to vocational activation and availability through co-operation and support in such areas as education, employment and social welfare system. It is pointed out that the implementation of changes and improvement of vocational education will enable persons with disabilities to prepare and adapt to employment and social life. The article presents solutions for improving the cooperation of individuals and supporting organizations in performing tasks involving employment and integration in the local community. The cooperation of parties involved and local integration is a significant element in the suggested model which is to improve the process of employment and activity of disabled persons. The article indicates the need to introduce more flexibility in the process of vocational preparation with the labour market and to increase the level of awareness of individual problems persons with disabilities face. It shows that introducing changes and improving existing solutions related to the system will increase the participation of persons with disabilities in professional and social life. The article presents a model solution of vocational education adjusted to persons with disabilities, taking into account patronage specialist workshops. It suggests implementing an additional career counselling subject in the curriculum, which by achieving objectives and carrying out teaching contents, would enable persons with disabilities to create individual career development plans. Persons with disabilities, being the subject of the functioning of schools and workplaces, should have the possibility of self-fulfilment and fulfilment of their vocational development. Vocational preparation of persons with disabilities requires strengthening with new elements and activities. It requires the implementation of solutions in the field of assistance and availability as well as support based on the individual needs of persons with disabilities, which will increase employment and activity in the labour market.

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Halder, Santoshi. "Rehabilitation of Women With Physical Disabilities in India: A Huge Gap." Australian Journal of Rehabilitation Counselling 14, no. 1 (November 1, 2008): 1–15. http://dx.doi.org/10.1375/jrc.14.1.1.

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AbstractThe study aimed to determine various constraints faced by women with physical disabilities and their vocational rehabilitation in India. It revealed that the majority of these women belong to a lower income group. Their financial constraints hinder their treatment and education, and compel them to focus on vocational courses that will provide them with employment. It was found that there is a deficit in general coordination and a huge gap between the demands of the job market and the type of vocational courses done by the women, mainly because the vocational courses offered by the special institutes are outdated. The article concludes by stressing that successful rehabilitation of these women requires overall coordination, ranging from removing various constraints in the education system, modernisation of the vocational services according to capability as well as interest, and providing suitable vocational courses.

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Rojewski, Jay W., Richard R. Pollard, and Gary D. Meers. "Grading Secondary Vocational Education Students with Disabilities: A National Perspective." Exceptional Children 59, no. 1 (September 1992): 68–76. http://dx.doi.org/10.1177/001440299205900107.

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A nationwide purposive sample of secondary vocational educators completed a questionnaire that examined practices and perceptions toward grading students with disabilities. A variety of grading methods was reportedly used, but over two-thirds of respondents included a competency-based grading component. An overwhelming majority believed that student effort should be used to determine grades. Two-thirds of vocational educators had never been involved in their students' IEP development. The most common changes teachers have made over time in their grading practices included becoming more flexible and individualized in grading. Overall, teachers displayed moderately positive attitudes toward grading students with disabilities.

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Skuratovskaya, Marina, Inna Volodina, Larisa Kobrina, and Nadezhda Manohina. "Socio-psychological barriers in higher inclusive education." SHS Web of Conferences 70 (2019): 10012. http://dx.doi.org/10.1051/shsconf/20197010012.

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Higher education is one of the conditions of independent life for disabled people, a condition of their social and labor rehabilitation. Health problems are not the only serious obstacles to vocational education. No less important are the barriers in the educational environment of the University and barriers in relationships with others. It is noted that most of the difficulties in the learning process of students with disabilities are associated with their psychological characteristics - the presence of negative experiences and attitudes, the level of self-esteem, the features of life orientations. Depending on the severity of psychological characteristics, different variants of the relationship of students with disabilities with other students are possible: from full integration to disintegration and opposition behavior. It was suggested that the nature of the relationship and especially value-semantic readiness for vocational education in higher inclusive education can largely determine the prospects of personal and professional development of students with disabilities. An empirical study of peculiarities of value orientations of students with disabilities (N = 50) and students without disabilities (N = 50) was conducted using the technique of G. N. Kuznetsova on the General self-identity, self-esteem scale of Rosenberg and test of life-meaningful orientations D. A. Leontiev.

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ZHOU, Kaige, Xin XU, and Xiaosheng SUN. "Mechanism of Health Vocational Education Alliance and its Influencing Factors on Smoking Cognition." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 3232–42. http://dx.doi.org/10.18001/trs.7.5.1.97.

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Objectives: The construction of healthy society and country can not be separated from the development of health vocational education. Among them, it is of great significance to help people, especially teenagers, to establish correct cognition and behavioral norms of smoking through health vocational education for delaying the time of first attempt to smoke and reducing the smoking rate of the whole population and its derived harm. With the extension of the scope of health vocational education and the increasing complexity of factors influencing smoking cognition, it is necessary to build health vocational education alliance to optimize resources, reduce risks and achieve their own strategic goals. Based on the research data, this paper makes an empirical study on the influencing factors of alliance mechanism selection by using the ordered multi-classification Logit model, and makes an in-depth analysis on the mechanism selection of alliance establishment from the perspective of health vocational education institutions..

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Foulidi, Xanthippi, Soultana Chouvarda, Euaggelia Kentrou, Ioannis Marmaras, and Evangelos C. Papakitsos. "Safety Courses for Pupils of Vocational Secondary Education with Disabilities." World Journal of Vocational Education and Training 2, no. 2 (2020): 123–31. http://dx.doi.org/10.18488/journal.119.2020.22.123.131.

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Grigoryeva, Marina V., Rail M. Shamionov, Elena S. Grinina, and Alexey V. Sosonnik. "Types of academic adaptation of adolescents with limited health capacities." Perspectives of Science and Education 60, no. 6 (January 1, 2022): 319–36. http://dx.doi.org/10.32744/pse.2022.6.18.

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Academic adaptation has a significant impact on child’s success in mastering an educational programme, his/her integration into the society and personal development. Learners with limited health capacities may show specific features of academic adaptation. The aim of this study is to explore the types of academic adaptation of adolescents with disabilities on the basis of self-assessment of adaptation characteristics, parents’ and teachers’ evaluation. The study involved adolescents with hearing impairment – 11 persons (5 girls, 6 boys), with visual impairment – 14 persons (4 girls, 10 boys), their parents and teachers. To explore the academic adaptation, the authorly questionnaire and scales for parents and children were used to assess the motivational, emotional, cognitive, communicative, personal (regulatory) and psychophysiological components of academic adaptation. New scientific data were obtained in respect of specificity of academic adaptation of teenagers with disabilities, including the characteristics of motivational, emotional, cognitive, communicative, personal (regulatory), psychophysiological components. It was found that the estimation of all academic adaptation components by the adolescents with disabilities themselves was above the average; however, the psychophysiological component tended to be disadvantaged. The assessment of the teenagers’ academic adaptation components by the teachers and parents was not significantly different for the most part, except for the communicative component: the latter evaluated the adolescents’ communicative competence to be higher (Mann-Whitney U test = 215, at p<0.05). All of the teachers’ scores were lower than that of the parents, but the main trends remain the same: the emotional, communicative and personal components of academic adaptation of adolescents with disabilities were rated to be higher. Based on the factor analysis, several types of academic adaptation of adolescents with disabilities are highlighted from the perspective of the learners, parents and teachers. It was found that the parents and teachers tended to comprehensive academic adaptation of adolescents including all components, while the adolescents themselves did not pay specific attention to complex adaptation; all types of adaptation, according to their assessment, included two to three components. The difficulties of academic adaptation, as viewed by the learners with disabilities, were due to low communicative competence and poor learning motivation; while the parents explained this by limited health capacities, low communicative competence, the teenagers’ inadequate self-esteem, poor self-organisation and emotional self-regulation, non-consideration of child’s characteristics by the teachers; the teachers believed this to be a result of the teenagers’ health problems, their low communication competence and negative emotional experience. The results of the pilot study can form a basis for the development of technologies for psychological and pedagogical support of academic adaptation of adolescents with disabilities; these technologies are supposed to contribute to successful inclusion of a child in the educational environment.

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Kim, Rah Kyung, and Stacy K. Dymond. "Special Education Teachers' Perceptions of Benefits, Barriers, and Components of Community-Based Vocational Instruction." Intellectual and Developmental Disabilities 48, no. 5 (October 1, 2010): 313–29. http://dx.doi.org/10.1352/1934-9556-48.5.313.

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Abstract This study investigated special education teachers' perceptions of the benefits, barriers, and components of community-based vocational instruction (CBVI). Participants included special education teachers (N = 68) from randomly selected high schools in Illinois who had experience delivering vocational curriculum to students with disabilities. Data collection occurred via a survey. Special education teachers perceived CBVI to result in numerous benefits for students with disabilities. Limited resources, requirements of the No Child Left Behind Act, and student issues were identified as barriers to implementation. Incongruence existed between teachers' ratings of the importance and use of the components of CBVI. Years of teaching experience, types of students with disabilities served, size of school, and experience with CBVI affected teachers' perceptions of CBVI.

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Anggreni, Aisyah, Mahfuzi Irwan, Jihan Sunita, and Herman Suhdi. "Life Skills Education Through Non-Formal Education For People With Physical Disabilities." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 10, no. 2 (May 31, 2022): 235. http://dx.doi.org/10.24036/spektrumpls.v10i2.116728.

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This study aims to identify and identify life skills education through non-formal education for persons with physical disabilities. Individuals who have physical limitations are called persons with physical disabilities. In the social environment, society tends to give negative stigma to people with physical disabilities and other problems that are in the spotlight are the low participation and provision of job opportunities for people with disabilities in obtaining work. This study used qualitative research methods. This research is sourced from secondary data obtained from documents, journals related and in line with physical disabilities and life skills education for physical disabilities. The result of this literature review is that empowerment of disabled groups must be carried out to increase participation in various fields of social life with adequate and relevant work skills. Skill enhancement is provided to gain accessibility for persons with disabilities, one of which is through non-formal education programs, namely life skills education. Vocational rehabilitation as a form of life skills education through non-formal education is carried out by providing services in the form of skills training activities that aim to cultivate, develop and increase the potential possessed by persons with disabilities, especially persons with physical disabilities.

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Ashley, Deborah, and Noreen M. Graf. "The Process and Experiences of Self-Employment Among People With Disabilities: A Qualitative Study." Rehabilitation Counseling Bulletin 61, no. 2 (February 3, 2017): 90–100. http://dx.doi.org/10.1177/0034355216687712.

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Self-employment and business ownership may provide viable options toward overcoming employment disparities for people with disabilities. This qualitative study explored the process and experience of self-employment among people with disabilities. An online survey yielded responses from 18 individuals who were engaged in various self-employment endeavors. The researchers identified three main categories: reasons for self-employment, the process of becoming self-employed, and the challenges encountered. The majority of participants revealed negative and/or unhelpful interactions with vocational rehabilitation counselors. In addition, this study solicited advice from participants for vocational rehabilitation counselors and other persons with disabilities contemplating self-employment. Finally, recommendations for vocational rehabilitation practice, business development training, and education are provided.

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Rojewski, Jay W. "Vocational Education for Students with Special Needs in Rural America: Problems and Solutions." Rural Special Education Quarterly 12, no. 3 (September 1993): 8–17. http://dx.doi.org/10.1177/875687059301200303.

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Changes within society, the work force, and education all contribute to a need for appropriate employment options upon graduation for students with special needs living in rural America. Due in part to these dramatic changes, vocational education programming is becoming increasingly important to these students. This article examines issues surrounding the delivery of vocational education to students with disabilities in rural communities. These issues are discussed in terms of the unique challenges and opportunities encountered by rural vocational special educators and the students they serve. Implications for current and future service delivery options for vocational education are also discussed.

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Skvortsova, E. S., and L. K. Postnikova. "Comparative characteristic of consumption of psychoactive substances by adolescent students of initial vocational education in Kazan and the Russian Federation." Kazan medical journal 98, no. 5 (October 15, 2017): 713–19. http://dx.doi.org/10.17750/kmj2017-713.

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Aim. To identify the patterns of psychoactive substances consumption among adolescent students of initial vocational educational institutions of Kazan compared to equivalent parameters among their peers in the whole across Russia. Methods. Anonymous survey of adolescent students of initial vocational education in randomly chosen institutions (in Kazan and the Russian Federation - 17 cities from 5 federal districts). Results. Analysis of prevalence, age-specific structure of initiation and reasons for consumption of psychoactive substances among teenagers aged 15 to 17, students of initial vocational educational institutions of Kazan, revealed that these parameters outnumber similar indicators in the Russian Federation. Prevalence of alcohol consumption among students of initial vocational educational institutions of Kazan was 81.3 per 100 boys and 75.0 per 100 girls, and in the Russian Federation - 59.7 per 100 boys and 63.1 per 100 girls, respectively (p

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Logachev, N. "Features of the Functioning of the Modern Inclusive Education System." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 4 (January 22, 2020): 49–53. http://dx.doi.org/10.12737/2587-912x-2020-49-53.

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The article contains the results of a study focused on identifying problems of inclusive higher education in Russia. The author, based on the systematization of scientific and scientific-methodological literature, identifies the main methodological approaches to building an inclusive higher education system in modern Russia, conducts a survey of students with disabilities and disabilities, as well as conditionally healthy students studying in inclusive study groups, about the features the functioning of the modern system of inclusive higher education. The results of a qualitative and quantitative analysis of the survey data allowed the author to identify the problems of modern vocational education of persons with disabilities and disabilities.

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Зеленкина and Tatyana Zelenkina. "Development of a Family Vocational Guidance Potential as a Core Prerequisite to Successful Professional Self-Determination of Teenagers." Profession-Oriented School 2, no. 1 (February 10, 2014): 55–61. http://dx.doi.org/10.12737/3080.

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Optimized way to nurture parents’ readiness to guide vocational choice of their teenaged children is considered as a consistent element of vocational guidance potential and is scientifically proved. What makes the paper theoretically important, is the fact that the author clarifies the meaning for quite new concepts, as «family vocational guidance potential», «parents’ helpfulness», «successful vocational choice». Families are classified in terms of vocational guidance potential; several limitations in vocational choices of children in each category of families are outlined and illustrated by pictures and tables. Given the accented challenge of insufficient parents’ integration in vocational choices, made by their children, the idea of pilot testing described here, has been to use capabilities of additional professional education establishments to better preparing parents to the mission of facilitating the vocational choices of their children. As a result of parents-children cooperation, the parents are better prepared and eager to help their children in professional self-determination on one hand, while teenagers make more thoughtful vocational choices, on the other hand. Significant results and conclusions are provided, to prove reliability of researching hypothesis, put forward by the author.

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임예지 and Hoyeon Kim. "An Analysis of Vocational Education Curriculum for Students with Intellectual Disabilities." Disability & Employment 22, no. 2 (May 2012): 91–120. http://dx.doi.org/10.15707/disem.2012.22.2.005.

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Heechan Park. "Policy Changes of Career and Vocational Education for Students with Disabilities." Korean Journal of Physical, Multiple, & Health Disabilities 59, no. 2 (April 2016): 59–81. http://dx.doi.org/10.20971/kcpmd.2016.59.2.59.

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Lysaght, Rosemary, and Mary Lloyd. "Adaptive Computer Education — More than “High Tech”." Canadian Journal of Occupational Therapy 60, no. 2 (June 1993): 90–97. http://dx.doi.org/10.1177/000841749306000206.

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Advances in technology have greatly broadened the range of occupational opportunities available to persons with disabilities. While technical devices help in making participation in computer-based work functions possible, a variety of strategies are required to help individuals with special needs prepare for, acquire, and maintain employment. The experience of the Centre for Adaptive Computer Education, a vocational training programme for adults with disabilities, highlights several strategies that have proven effective in helping persons with disabilities to access work training and employment. Techniques used embrace a number of structural and behavioural approaches to training, including extended training time, individualized curricula, individual tutoring, stress management training, behaviour management, supportive counselling, and promotion in the workplace.

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SamSung, Kim. "Status and tasks of special education and social welfare system in Korea." Journal of Science Educational Science 66, no. 4AB (October 2021): 98–105. http://dx.doi.org/10.18173/2354-1075.2021-0064.

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This article presents the current situation and problems for special education in Korea from four main points of view on ensuring an equal and fair society, increasing support for special education, increasing support for vocational and lifelong education and promote safety for students with disabilities. The article also gives a view on welfare policies system for people with disabilities on five main aspects: social welfare and health; education, culture and sport; economy; increasing rights of benefits and safety for people with disabilities and social inclusion.

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Valaikiene, Aiste, Irena Kaffemaniene, and Ingrida Baranauskiene. "THE STRUCTURE AND GUIDELINES OF PRE-VOCATIONAL EDUCATION AND ASSISTANCE FOR PUPILS WITH MILD INTELLECTUAL DISABILITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 201. http://dx.doi.org/10.17770/sie2016vol3.1429.

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The research aims to disclose the structure and guidelines of pre-vocational education and assistance for pupils with mild intellectual disabilities. In order to achieve the research aim, the qualitative research was chosen. It was conducted using modified elements of Delphi group discussion method. The study participants were highly qualified specialists (13 experts) with 5 to 25 years’ experience of educating pupils with special educational needs or providing educational assistance to them. The authors of the research systematized specialists’ approaches towards pre-vocational education of pupils with mild intellectual disabilities, discussed possibilities of improving early preparation of these pupils for the world of labour.

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V.V., Zotov. "PROFESSIONAL TEST AS PROFESSIONAL SELF-DETERMINATION OF TEENAGERS." “Educational bulletin “Consciousness” 23, no. 9 (September 11, 2021): 34–40. http://dx.doi.org/10.26787/v.

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The article discusses the concept of a professional test, its essence and features of organizing profes-sional tests as an effective way of professional self-determination of young people in public organiza-tions club type at the place of residence. The author investigated the issues vocational guidance work among adolescents through professional trials, the types, forms and results of passing professional tests are considered. Today, the Government of the Russian Federation is developing and implementing measures to create a favorable environment for the stable formation of the sphere additional education of children, because it is this sector of educational activities contributes to the professional definition of adolescents and represented by various organizations, including not the last place assigned to public organizations of the club type at the place of residence. Demand for the participation of children's clubs in the additional education of children caused by the recently complicating situation with the socio-cultural raising children and young people in the amid of growing concern of parents and teachers by creating a safe environment for the pastime of adolescents. A modern public organization of a club type at the place of residence acts a voluntary community of children and adolescents who are united by a common activity according to interests, and contributes to their professional self-determination and self-realization. The purpose of this work is to identify the features activities of organizations in the field of additional education for children in the process self-determination in adolescence and considering an effective way professional self-determination of young people with the help of professional tests. Research of issues of vocational guidance work of organizations in the sphere additional education of children and their role in professional self-determination adolescents was carried out on the basis of works by Russian authors, researching work in the field of additional education for children and sociological aspects of the professional self-determination role of the individual for the choice of the future profession [1-3]. The study made it possible to formulate conclusions about the demand for organizations in the field of additional education for children in the process of professional self-determination and organization of professional tests.

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Delubom, Nosiphiwo Ethel, Newlin Marongwe, and Andrea Mqondiso Buka. "Managers’ challenges on implementing inclusive education." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1508–18. http://dx.doi.org/10.18844/cjes.v15i6.5294.

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Technical and Vocational Education and Training (TVET) colleges attract a diverse population of students with different backgrounds in terms of culture, social norms, language, disabilities, race, and family structures. All such students have the right to equal access to education. However, there is still limited access and support to students with disabilities in TVET colleges. This paper explores challenges faced by the management of TVET colleges concerning the implementation of inclusive education, specifically for students with disabilities. A case study design within a qualitative research approach was adopted for this study. Two TVET colleges were conveniently selected with ten participants being purposively sampled. Data was collected through interviews, observations and document analysis. Findings revealed that the management of TVET colleges experience challenges such as inadequate infrastructure, funding, lecturer-training, and shortage of staff to support students with disabilities. It was recommended that TVET colleges establish Disability Service Units and recruit trained lecturers or they must train current lecturers to facilitate the learning process of disabled students. Keywords: accessibility, disabilities , implementation , inclusivity ; rights

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Rojewski, Jay W. "Key Components of Model Transition Services for Students with Learning Disabilities." Learning Disability Quarterly 15, no. 2 (May 1992): 135–50. http://dx.doi.org/10.2307/1511015.

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Secondary-based transition programs are developed to provide instruction and support for students in transition from school to adult life. Often such programs are general in scope and designed to serve a number of students who share common characteristics (e.g., all students with mild disabilities). However, this type of program design may not adequately address the specific problems or needs of students with learning disabilities. To identify the key components of transition programs for individuals with learning disabilities, nine model programs were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and follow-up/follow-along. Together, these seven components appear to provide students with learning disabilities a set of key services and experiences needed to successfully transition from secondary/postsecondary education to employment and adult life.

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Edmondson, Claudia A., and Hal M. Cain. "The Spirit of the Individuals with Disabilities Education Act: Collaboration Between Special Education and Vocational Rehabilitation for the Transition of Students with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 4 (December 1, 2002): 10–14. http://dx.doi.org/10.1891/0047-2220.33.4.10.

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This article looks at the intent of IDEA with regard to collaboration of services in the area of school to adult life transitions. In particular, the potential benefit of involving vocational rehabilitation counselors in the IEP process is discussed. An overview of the IDEA and transition is given including age requirements and IEP team constellation. Suggestions are made as to how the “spirit of the law” can be met to better serve students and young adults with disabilities through the transition to adulthood process.

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Wehman, Paul, and M. Sherril Moon. "Critical Values in Employment Programs for Persons with Developmental Disabilities: A Position Paper." Journal of Applied Rehabilitation Counseling 18, no. 1 (March 1, 1987): 12–16. http://dx.doi.org/10.1891/0047-2220.18.1.12.

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The purpose of this paper is to delineate a number of important values which are essential in effective employment programs for persons with developmental disabilities. There are many efforts occurring nationally to create new vocational programs for disabled persons and hence it is necessary to articulate key aspects of meaningful employment programs. This paper identifies the following nine values: (a) employment in integrated settings, (b) decent pay, (c) the need for vocational choices, (d) avoiding “charity” work, (e) vocational training to reflect local labor needs, (f) parent involvement in planning, (g) parent education relative to social security laws, (h) community-based vocational training, and (i) systematically planned transition. These values are described and examples are given of each.

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KONOVALOV, Aleksey Yurevich. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF MOTOR ACTIVITY OF PEOPLE WITH DISABILITIES RECEIVING VOCATIONAL EDUCATION IN CONDITIONS OF INCLUSIVE EDUCATION." Tambov University Review. Series: Humanities, no. 176 (2018): 132–38. http://dx.doi.org/10.20310/1810-0201-2018-23-176-132-138.

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One of the priority directions of the state policy regarding people with disabilities is their professional adaptation and social integration into society. The use of adaptive physical education in most cases remains the only effective method of their physical rehabilitation and self-realization. However, nowadays the process of adaptive physical education needs to be improved, and the goal is to establish organizational and pedagogical conditions that increase and reduce motor activity among people with disabilities that are educated in the system of a regional inclusive secondary vocational education. As a result, the parameters have been established that affect the motor activity of people with disabilities: the category of violations found, smoking, age, mobility before entering the technical school, place of residence, sex, nutrition, workload, availability or absence of free time, availability or lack of conditions for practicing the desired physical culture and sports.

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Anikeeva, O. A., O. O. Afanasyeva, and A. V. Karpunina. "Interaction of Social Actors in Inclusive Higher Education: Ethical Risks and Barriers." Social’naya politika i sociologiya 19, no. 2 (June 30, 2020): 48–55. http://dx.doi.org/10.17922/2071-3665-2020-19-2-48-55.

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the inclusion of people with disabilities in professional activities through inclusive higher education has become a necessity of the modern world. The effectiveness of interactions between different social groups during the educational process is largely due to the level of ethics in the relationships of the subjects. The authors investigated the grounds for inclusion in higher education, its ethical risks and barriers, the readiness of teachers and students to interact in the educational process. The leading theoretical approach was the concepts of inclusion and the social concept of disability, which make it possible to comprehensively consider the issues of socialization and social adaptation of young people with disabilities, including in vocational guidance and professional adaptation. The study was conducted by interviewing students, interviewing university professors, social professionals working in universities. The article presents the results of the study: the problems of vocational and ethical interaction of students in inclusive education were identified, the readiness of teachers and students for inclusive education and the conditions for increasing its effectiveness were assessed. The results can help to improve inclusive education and social adaptation of youth with disabilities.

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Bikbulatova, A. A., A. V. Karplyuk, and O. V. Tarasenko. "Model of Activities of the Resource Training Center of the Russian State Social University in Terms of Professional Orientation and Employment of Persons with Disabilities." Психологическая наука и образование 22, no. 1 (2017): 26–33. http://dx.doi.org/10.17759/pse.2017220105.

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The paper focuses on the importance of professional and vocational guidance for persons with disabilities. It describes the main approaches to providing such type of guidance to the disabled students and reveals the technologies of motivating people with disabilities to seek education and to make informed choices of profession. The research was aimed at developing the model of career guidance offered at resource and training centers established by the Ministry of Education and Science of the Russian Federation on the basis higher educational institutions. The paper presents the developed model of professional and vocational guidance for persons with disabilities and explains the algorithm of its implementation in the resource and training centers. Also, the paper gives recommendations on how to change the technology of communication between universities, regional job centers and offices of medical and social assessment.

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Stanevsky, A. G., T. A. Guzeva, and V. M. Krikun. "Organizational Features of Inclusive process of Teaching Students with Disabilities according to Adapted Basic Professional Educational Programs at the University." Alma mater. Vestnik Vysshey Shkoly, no. 8 (August 2021): 44–50. http://dx.doi.org/10.20339/am.08-21.044.

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Researched is the problem of developing inclusive Higher education with an emphasis on the success of its completion and subsequent effective employment of graduates is very urgent. Today the number of students with disabilities requiring such training is estimated in the thousands. The accumulated experience of inclusive education confirms that vocational education, including higher education, provides the best vocational rehabilitation and subsequent successful employment of people with disabilities in the labor market. A key contribution to solving this problem is made by universities that create adapted educational programs for this category of students. The article summarizes the experience of the Bauman University on the creation of adapted basic professional educational programs for students with disabilities. The features of the organization of the inclusive educational process of learning, the features of the development and implementation of its methodological support: curricula, calendar educational schedules, competency matrices, work programs of disciplines and practices, assessment and other teaching materials are analyzed. The development and institutionalization of adoptive basic professional educational programs allows the university to pursue a targeted policy of attracting students with disabilities to higher education and ensures the success of mastering professional higher education programs approaching 90%, with 100% successful subsequent employment of graduates.

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SEUNGMIN SONG and Kyoung Gun Han. "Review of Core Components of Vocational Education of Students with Physical Disabilities." Korean Journal of Physical, Multiple, & Health Disabilities 58, no. 1 (January 2015): 193–217. http://dx.doi.org/10.20971/kcpmd.2015.58.1.193.

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이주화. "A study on the German vocational education system for students with disabilities." Journal of Special Education 17, no. 1 (July 2010): 3–23. http://dx.doi.org/10.34249/jse.2010.17.1.3.

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Cattaneo, Alberto A. P., Elisa Motta, and Jean-Luc Gurtner. "Evaluating a Mobile and Online System for Apprentices' Learning Documentation in Vocational Education." International Journal of Mobile and Blended Learning 7, no. 3 (July 2015): 40–58. http://dx.doi.org/10.4018/ijmbl.2015070103.

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In Switzerland, 99% of teenagers own a mobile phone and use it as their primary spare-time activity. Exploiting the affordances that mobile devices have for fostering learning across contexts is therefore imperative for the educational community. This is especially true in the case of dual vocational education and training (VET) – a field under-investigated with respect to mobile learning – where apprentices alternate between a company and vocational school. After introducing the major issues characterising mobile learning and their relevance to the VET context, the paper presents a project involving apprentice chefs and their teacher, with the aim of exemplifying and exploring VET learning between workplace and classroom, as a conversation between the learner, the teacher and the in-company trainer, and to evaluate the results of its implementation in terms of usability, effectiveness, and satisfaction.

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

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