The Action Research On Career Transition For Youth With Mental Retardation

In this research, teenagers with intellectual disabilities along with early transitionservices related groups: Transition service providers (special education schools orinstitutions), transition services recipients (students with intellectual disabilities andtheir parents), transition services for participants (adult service agencies oremployers) were interviewed to understand the current status of the implementationof transition services, restrictions and provide a reference for future studies. Thisstudy used qualitative research methods of action research in order to investigatewhether adolescents with mental retardation easily transited from school life to sociallife and professional life through transition education with a case as an example andwhat problems the reality appears to reflect in the process of implementation, andanalyze what factors influenced career transition services of adolescents with MentalRetardation and Which supports are needed. The research is attempted to find a wayto transit from school to the community and the community in order that teenagerswith intellectual disabilities easily adapt to post-school work and life. In terms ofcareer transition services implementation process and results the study analyzed anddiscussed, and proposed suggestions through implementation and revision of theeffectiveness of inspection to check the cases ofAction Research study.The results are as follows:(a) It is known that after the interviews and field surveys currently withadolescents with intellectual disabilities the transition services before leaving have notbeen carried out. Each special education teachers and parents hardly understandtransition services, such as lack of expertise in reserve; the lack of specific course ofstudy for teenagers with Mentally Disabled; the single placement youth withintellectual disabilities, the very low employment rate and so on.(b)Career Transition services program can be effective in helping them to adaptto the life and work after graduation.(c) many factors occurred in the process of forming a mental disorder careertransition services program and implementing, including: Transition Assessment, Transition build support systems, family involvement, the establishment of internaland external communication channel, tracking and follow-up support.(d)Career Transition Services program needs a wide range of support fromfamily, community, society, etc. besides, a comprehensive transition service supportsystem should be built, forming a unified transition services model of schools,families, communities, employers, adult services, to assure that intellectual disabilitieshave a better life from the school to the community transitional living places.