The purpose of this study was to investigate the overall perception of special education teachers on the self-determination, vocation preparing skill, practicing degree, and priority order of the students. To that end, the following study questions were given:
First, what is the perception of special education teachers on the education of the self?determination and vocation preparing skills for students with intellectual disability like?
Second, what is the perception of teachers on the importance and practicing degree of self-determining skill like?
Third, what is the priority order of the self-determining skills and vocation preparing skills requirements of students with intellectual disability like?
Fourth, what is the correlation of the perception of the self-determining skills and that of vocation preparing skills of students with intellectual disability like?
Specifically questionnaire survey was conducted on 113 special education teachers, and the collected data were analyzed by using SPSS/pc Ver. 21.0 software. Then to examine the average and the standard deviation of importance and practicing degree, descriptive statistical analysis was done, and to find out the difference of importance and practicing degree, data were processed in a series of test in order of t-test, Borich requirements, and The Locus for Focus model. Last, to examine the correlation of the practicing degree of self-determining skills, and that vocation preparing skills, correlation analysis was done.
The results of this study were identified as follows:
First, as for the special education teachers’ perception of the education on self-determining skills and vocation preparing skills, the teachers had hard time in teaching due to insufficient information and programs to promote self-determining skills and vocation preparing skills largely. This indicated that the teachers should be provided with information on method of teaching self-determining skills and vocation preparing skills through training on vocation education or education training academic journals for teachers.
Second, the teachers were perceiving the importance of the self-determining skills and vocation preparing skills of students with intellectual disability more than average, but practicing degree lower than average.
Third, the results of analyzing the priority order of requirements by sub-domains of self-determining skills indicated that the item ‘The student can solve problem by discussing with other students in class’ was the highest in requirements.
Last, as for the correlation of the practicing degree of self-determining skills and that of vocation preparing skills, the correlation was found high among sub-domains, and to maintain that correlation, special education teachers will need to keep educational interest and well-organized strategy in self-determining skills and vocation preparing skills. Continued well-organized teaching of self-determining skills and vocation preparing skills to students with disability will lead the students to a successful adult life and improve their living quality.
Based on these results, this study provide the basic information to lead students with intellectual disability to a successful adulthood life and improve their living quality through a plan to develop vocational education for those students.