The Effects of Transition Education Program through Business Exploration and Online Puzzle Game Board on Job Skills of Cooking Assistants for Students with Intellectual Disabilities in Majoring Courses

2021 ◽  
Vol 60 (4) ◽  
pp. 291-323
Author(s):  
Young-Jun Kim ◽  
Wha-Soo Kim
Keyword(s):  
Intellectual Disabilities ◽  
Education Program ◽  
Job Skills ◽  
Transition Education ◽  
Students With Intellectual Disabilities ◽  
Game Board

scholarly journals Collaborative Video-Based Learning Using Tablet Computers to Teach Job Skills to Students with Intellectual Disabilities

2021 ◽  
Vol 11 (8) ◽  
pp. 437
Author(s):  
David Roldán-Álvarez ◽  
Estefanía Martín ◽  
Pablo A. Haya
Keyword(s):  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Learning Experience ◽  
Collaborative Work ◽  
Job Skills ◽  
Handheld Devices ◽  
Modelling Methodology ◽  
Information And Communication ◽  
Learning Platforms ◽  
Students With Intellectual Disabilities

Information and Communication Technologies (ICT) provide different opportunities to students with intellectual disabilities and to professionals who work with them. However, few studies address the use of collaborative learning platforms and handheld devices to enhance the integration of people with intellectual disabilities in the labour market. We present a learning experience where active methodologies, such as collaborative work, are combined with the use of iPads and a learning management system following a video self-modelling methodology. The goal of this study was to determine whether the combination of traditional methodologies and new could be appropriate for students with intellectual disabilities and how they behave when having to rate their partner’s work. The results show that the combination of active learning methodologies, video self-modelling and the use of learning platforms and tablets is promising for teaching job related skills to students with intellectual disabilities, as participants experienced increased motivation to complete the tasks, improving their skills in the process.

scholarly journals Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program

2018 ◽  
Vol 38 (1) ◽  
pp. 43-52
Author(s):  
Kristen Love ◽  
Martha Mock
Keyword(s):  
Action Research ◽  
Intellectual Disabilities ◽  
Participatory Action Research ◽  
Postsecondary Education ◽  
Education Program ◽  
Rural Areas ◽  
Rural Setting ◽  
Participatory Action ◽  
Students With Intellectual Disabilities ◽  
Communication Modalities

Students with intellectual disabilities have a unique pathway into college, and for many rural areas, this is a relatively new pathway. The reauthorization of the Higher Education Opportunity Act of 2008 (P.L. 110-315) prioritizes inclusive postsecondary education opportunities with an emphasis on students accessing academic, social, and meaningful employment experiences. However, in this legislation, inclusion is vaguely defined and left to postsecondary education institutions to structure within their program model. This article provides perspectives from students with intellectual disabilities from a postsecondary education program situated on a college campus in a rural town. Through participatory action research, students shared their experiences using a variety of communication modalities and offered a meaningful perspective on the challenges and opportunities faced in a rural setting.

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