PreprintArticleVersion 1Preserved in Portico This version is not peer-reviewed
The Perception Gap Between Special Education School Teachers and Vocational Rehabilitation Practitioners in Teaching Vocational Readiness to Students with Intellectual Disabilities
Version 1
: Received: 13 June 2024 / Approved: 13 June 2024 / Online: 14 June 2024 (14:57:11 CEST)
How to cite:
Maebara, K.; Yamaguchi, A. The Perception Gap Between Special Education School Teachers and Vocational Rehabilitation Practitioners in Teaching Vocational Readiness to Students with Intellectual Disabilities. Preprints2024, 2024060974. https://doi.org/10.20944/preprints202406.0974.v1
Maebara, K.; Yamaguchi, A. The Perception Gap Between Special Education School Teachers and Vocational Rehabilitation Practitioners in Teaching Vocational Readiness to Students with Intellectual Disabilities. Preprints 2024, 2024060974. https://doi.org/10.20944/preprints202406.0974.v1
Maebara, K.; Yamaguchi, A. The Perception Gap Between Special Education School Teachers and Vocational Rehabilitation Practitioners in Teaching Vocational Readiness to Students with Intellectual Disabilities. Preprints2024, 2024060974. https://doi.org/10.20944/preprints202406.0974.v1
APA Style
Maebara, K., & Yamaguchi, A. (2024). The Perception Gap Between Special Education School Teachers and Vocational Rehabilitation Practitioners in Teaching Vocational Readiness to Students with Intellectual Disabilities. Preprints. https://doi.org/10.20944/preprints202406.0974.v1
Chicago/Turabian Style
Maebara, K. and Asuka Yamaguchi. 2024 "The Perception Gap Between Special Education School Teachers and Vocational Rehabilitation Practitioners in Teaching Vocational Readiness to Students with Intellectual Disabilities" Preprints. https://doi.org/10.20944/preprints202406.0974.v1
Abstract
This study aimed to elucidate the perception gap regarding instructional matters between special education teachers and vocational rehabilitation practitioners involved in transition support in Japan. To this end, 126 vocational support providers affiliated with the Employment and Life Support Centers for persons with disabilities, which are vocational rehabilitation institutions in Japan, and 129 special education teachers from schools for students with intellectual disabilities in Prefecture X, Japan, were surveyed. They were asked to respond on the importance of teaching skills that constitute vocational readiness by means of a questionnaire comprising 25 items across five layers: vocational aptitude, basic work habits, interpersonal skills, daily living management, and health management, both during school and after graduation. The results revealed a perception gap in each of the first layer, vocational aptitude, and second layer, work habits. Additionally, only in the second layer, work habits, did special education teachers recognize the importance of instruction more during the school period than after graduation. Moving forward, it is necessary for both institutions involved in transition support to collaborate, focusing on students with disabilities based on the identified gap.
Keywords
special education; vocational rehabilitation; transition support; vocational readiness; Japan
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
