The Process of Employment of Adult Graduates with Mild Intellectual Disability in Vocational High School

• Main Authors: Chen, Mei-Li, 陳美利
• Other Authors: Cuiu, Man-yen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/43689238811321366689

碩士 === 國立臺灣師範大學 === 復健諮商研究所 === 98 === This qualitative study exploded the process of employment of three adult graduates with mild intellectual disability in vocation high school. The data were collected within five months through participation observation and deep-interviewing with 16 participants who are co-researchers, parents or important others, employers, homeroom teachers, co-workers, and job coaches. The findings are divided into two core themes to describe as follows: 1. In the process of job seeking, adult graduates with mild intellectual disability were influenced obviously by individual factors (such as trait, background, and belief), the level of a variety of support, and the disclosure issue of disability. 2. The process of job adjustment, adult graduates with mild intellectual disability had to compromise with their environment continuously. The influences resulted from three key points, which were the matching between individual and workplace, the using of vocational rehabilitation resource, and the resource linking of homeroom teacher in vocational high school. In conclusion, there will be a diversity of features in the process of employment of adult graduates with mild intellectual disability. It depends on the interaction relationships between individual factors and the support in environment.