Majoring course education indicates educational activities which help the student with intellectual disabilities adapt to independent social life with jobs when becomes a social person after graduation by objecting students with intellectual disabilities having over high school academic ability. Through vocational education, the student with intellectual disabilities becomes to select own career and job based on direct, indirect experiences on various occupational category while extending the width on jobs. The field placement which is a part of vocational education course corresponds to actual task activities by which students experience them in their workplace. This placement makes the student enhance quick adaptability and satisfaction in job activities when becomes a social person after graduation. Becoming a social person who could manage dependent social life as a worker in selected occupational category by the student with intellectual disabilities through field placement will mean that the social adaptation ability is enhanced. Therefore, this study looks into effects of field placement on the social adaptation scale and vocational interest of the majoring course for students with intellectual disabilities, and tries to prepare required datum in letting majoring course field placement made.
Detailed research issues for the purpose of this study are same as follows.
First, how about effects of field placement on social adaptation scale of the majoring course for the students with intellectual disabilities?
Second, how about effects of field placement on vocational interest of the majoring course for the students with intellectual disabilities?
This study was carried out for about 4 months from March to June 2016 by objecting 6 majoring course students of an intellectual disability school located in J Province. Field placement was progressed for 9 weeks at a field among 4 placement institutions, and comparisons were performed by executing social adaptation test and job interest test before and after doing placement.
Results of changed social adaptation scale and vocational interest before and after doing field placement are as follows.
As a result of comparing changes of participants in relation with social adaptation scale, a fact could be known that social adaptation scale was increased generally, even though there were individual difference of all students who participated in the field placement. Students who was not concerned with occupations became to show vocational interest by dong various vocational experiences due to this field placement. Though changes were displayed in the interest scope having high concerns, most students became to have concerns by directly experiencing and concretely learnt occupations that were just known to them, and this point became to an moment of expressing higher interest.
In order to make effects on social adaptation scale and vocational interest of the majoring course for the students with intellectual disabilities by the field placement, long-term field placement shall be progressed after developing various field placement-participating enterprises fit to students’ career aptitudes, and also diversified programs shall be devised so as to enable experiences by linking with local community.