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Improving the occupational skills of students with intellectual disability by applying video prompting combined with dance pads

Improving the occupational skills of students with intellectual disability by applying video... INTRODUCTIONThe physical and mental development of individuals with intellectual disability (ID) differ from typically developed persons. Studies indicate that individuals with intellectual disability are prone to inattention, are slow in terms of learning and reaction, and have deficits in memory skills (Aylward, Burt, Thorpe, Lai, & Dalton, ; Harris, ; Schalock et al., ). However, individuals with intellectual disability still have various degrees of employment potential, as long as they are provided with appropriate vocational education and training (VET) and assistance when facing employment‐related difficulties. Such training and support can enhance their occupational skills, help them adapt to their employment, and allow them to earn a living (Lin, ).The course outline for vocational special education schools promulgated by Taiwan's Ministry of Education () states that “The goal of the course is taking vocational education as the core to provide career knowledge, cultivate vocational ethics and establish occupational skills for students with intellectual disability through appropriate teaching activities.” If the occupational skills which students with intellectual disability learn during class are suitable for the workplace, they will be more able to adapt to the workplace after they graduate (Hendricks & Wehman, ; King, Baldwin, Currie, & Evans, ). Moreover, vocational education http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Intellectual Disabilities Wiley

Improving the occupational skills of students with intellectual disability by applying video prompting combined with dance pads

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References (22)

Publisher
Wiley
Copyright
Copyright © 2018 John Wiley & Sons Ltd
ISSN
1360-2322
eISSN
1468-3148
DOI
10.1111/jar.12368
pmid
28544583
Publisher site
See Article on Publisher Site

Abstract

INTRODUCTIONThe physical and mental development of individuals with intellectual disability (ID) differ from typically developed persons. Studies indicate that individuals with intellectual disability are prone to inattention, are slow in terms of learning and reaction, and have deficits in memory skills (Aylward, Burt, Thorpe, Lai, & Dalton, ; Harris, ; Schalock et al., ). However, individuals with intellectual disability still have various degrees of employment potential, as long as they are provided with appropriate vocational education and training (VET) and assistance when facing employment‐related difficulties. Such training and support can enhance their occupational skills, help them adapt to their employment, and allow them to earn a living (Lin, ).The course outline for vocational special education schools promulgated by Taiwan's Ministry of Education () states that “The goal of the course is taking vocational education as the core to provide career knowledge, cultivate vocational ethics and establish occupational skills for students with intellectual disability through appropriate teaching activities.” If the occupational skills which students with intellectual disability learn during class are suitable for the workplace, they will be more able to adapt to the workplace after they graduate (Hendricks & Wehman, ; King, Baldwin, Currie, & Evans, ). Moreover, vocational education

Journal

Journal of Applied Research in Intellectual Disabilities – Wiley

Published: Jan 1, 2018

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