“Professional, approachable, and fair” – Students’ perceptions of the vocational education teacher’s authority

Koski-Heikkinen, Anne; Määttä, Kaarina; Uusiautti, Satu

doi:10.14687/ijhs.v11i2.2927

Cited by 3 publications

(2 citation statements)

References 33 publications

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“…’s ability to reflect the social complexity that characterizes relationships between people with ASD and their co-workers and employers. It may also reflect the importance that adolescents bestow on job searching and career development (Koski-Heikkinen et al., 2014). In recent years, many countries have implemented a change in both mainstream and special educational high school curricula to prepare students to enter the work force, including work readiness programs (Lucas et al., 2012).…”

Section: Discussionmentioning

confidence: 99%

Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder

Rosen

Weiss

Zancanaro

et al. 2017

British Journal of Occupational Therapy

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Introduction: Young adults with autism spectrum disorders often face substantial difficulty finding and retaining paid employment. This study aimed at evaluating the usability of Ready, Set, Work!, a video modeling application for use by adolescents with and without autism spectrum disorders, for participation in the vocational world, and to test whether it can discriminate between these two groups in terms of their response to simulated social dilemmas within vocational contexts. Method: Twenty adolescents with autism spectrum disorders and 20 typically developing adolescents, aged 16-21 years, were trained to use the application, followed by completion of two usability tools: the Intrinsic Motivation Scale and a relevance questionnaire. Result: Both groups found the application to be useful and relevant as a job readiness tool. The autism spectrum disorders group had significantly greater difficulty in identifying adaptive and maladaptive responses (Z ¼ À2.74, p 0.05) and found the application to be more relevant compared to the control group (Z ¼ À1.69, p 0.05). Conclusion: Ready, Set, Work! appears to have good usability and social validity, suggesting the potential of this computerized video modeling tool to provide support for the acquisition and improvement of social vocational skills in adolescents in general and specifically in those with autism spectrum disorders.

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Section: Discussionmentioning

confidence: 99%

Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder

Rosen

Weiss

Zancanaro

et al. 2017

British Journal of Occupational Therapy

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“…The pedagogical learning environment included teachers' and tutors' positive personalities and their teaching methods and support (see also Koski-Heikkinen, Määttä, & Uusiautti, 2014). Diversified teaching and guidance were considered important as well as the clear connection between education and practical work and other practical doing.…”

Section: Journal Of Studies In Educationmentioning

confidence: 99%

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

Hermanoff¹,

Määttä

Uusiautti

2016

JSE

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Vocational education is a remarkable phase of life for all young people, including the ones with intellectual disability (ID). In addition to vocational skills and knowledge, vocational special education provided to people with ID has to meet their needs and enhance their life-management skills. However, their own perceptions of the quality of education has been less studied. The purpose of the research at hand was to give voice to young adults with ID themselves and ask how they would describe their ideal vocational school. In this qualitative study, 14 Finnish young adults with ID (aged 17-23) were interviewed. The study employed a narrative approach to reach the participants' voices and experiences. According to the ISSN 2162-6952 2017 www.macrothink.org/jse 2 findings of this research, the location of the study place, company of same-aged peers, supportive teachers and tutors, and varied teaching arrangements typified a good study place. As the conclusion of the study, the ideal school according to the perceptions of young adults with ID is presented as a combination of the physical, pedagogical, and social learning environments. Education that can be molded according to individual needs and provides sufficient and tailored support and guidance services-in addition to hearing the young adults' own hopes and wishes-strengthen personal sense of responsibility, and transition toward adulthood and as independent life as possible. Journal of Studies in Education

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The method of empathy-based stories

Wallin

Koro‐Ljungberg

Eskola

2018

International Journal of Research & Method in Education

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“Professional, approachable, and fair” – Students’ perceptions of the vocational education teacher’s authority

Cited by 3 publications

References 33 publications

Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder

Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

The method of empathy-based stories

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