Research Article
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Individuals with Developmental Disabilities and Career Education

Year 2020, Volume: 28 Issue: 5, 1902 - 1914, 30.09.2020
https://doi.org/10.24106/kefdergi.3892

Abstract

The purpose of the present study was to describe career, career development and career training concepts which are an important part of adulthood lives of individuals with developmental disabilities and to propose some suggestions of implementations starting from early childhood years for a successful adulthood for individuals with developmental disabilities. First of all, individuals with developmental disabilities and their transition procedure to adulthood were tried to be presented, and then, critical skill areas for a successful adulthood life were shared. Afterwards, the research studies examining the relationship between an independent adulthood lives and taking part in the working life continuously for individuals with developmental disabilities were discussed. Besides, career education studies to be conducted starting from the school years of an individual with developmental disability were described by providing examples. Lastly, some suggestions were presented to the stakeholders for supporting the career development of individuals with developmental disabilities.

References

  • Artar, T. M. (2018). Çalışma arkadaşlarının zihin yetersizliği olan bireylerin çalışma yaşamına ilişkin görüş ve önerileri. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Association for Career and Technical Education (2006). Reinventing the American high school for the 21st Century. Alexandria, VA: Author.
  • Baer, R. M., & Daviso, A. W. (2013). Independent living and community participation. İçinde R. W. Flexer, R. M. Baer, M. Luft, & T. J. Simmons (Eds.), Transition planning for secondary students with disabilities (s. 306-328). Boston: Pearson.
  • Benz, M. R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66(4), 509-529. doi: 10.1177/001440290006600405
  • Benz, M. R., Lindstrom, L., & Latta, T. (1999). Improving collaboration between schools and vocational rehabilitation: The youth transition program model. Journal of Vocational Rehabilitation, 13(1), 55-63. doi: 1052-2263
  • Bouck, E. C. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56, 1175-1186. doi: 10.1111/j.1365-2788.2011.01517.x
  • Bouck, E. C., & Joshi, G. S. (2016). Transition and students with mild intellectual disability: Findings from the National Longditudinal Transition Study-2. Career Development and Transition for Exceptional Individuals, 39, 154-163. doi: 10.1177/2165143414551408
  • Bradley, V. J., Bershadsky, J., Giordano, S., Hiersteiner, D., Kennedy-Lizotte, R., & Butterworth, J. (2015). Employing people with intellectual and developmental disabilities: Current status and emerging best practices. İçinde AAIDD (Ed.), Way leads on to way: Paths to employment for people with intellectual disability (s. 3-30). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Brolin, D. E. (1997). Life centered career education: A competency based approach (5th edition). Virginia, VA: The Council for Expectional Children.
  • Brown, I., Hatton, C., & Emerson, E. (2013). Quality of life indicators for individuals with intellectual disabilities: Extending current practice. Intellectual and Developmental Disabilities, 51(5), 316-332. doi: 10.1352/1934-9556-51.5.316
  • Carter, E. W., Austin, D., & Trainor, A. A. (2012). Factors associated with the early work experiences of adolescents with severe disabilities. Intellectual and Developmental Disabilities, 49(4), 233-247. doi: 10.1177/1044207311414680
  • Cooney, B. F. (2002). Exploring perspectives on transition of youth with disabilities: Voices of young adults, parents, and professionals. Mental Retardation, 40, 425-435. doi: 10.1352/0047-6765(2002)
  • Cooney, G., Jahoda, A., Gumley, A., & Knott, F. (2006). Young people with intellectual disabilities attending mainst-ream and segregated schooling: Perceived stigma, social comparison and future aspirations. Journal of Intellectual Disability Research, 50, 432-444. doi: 10.1111/j.1365-2788.2006.00789.x
  • Davis, R. V., & Lofquist, L. H. (1984). A Pyschological theory of work adjustment. Minneapolis, MN: University of Minnesota Press.
  • Doren, B., Lindstrom, L., Zane, C., & Johnson, P. (2007). The role of program and alterable personel factors in postsc-hool employment outcomes. Career Development for Exceptional Individuals, 30(3), 171-183. doi: 10.1177/08857288070300030601
  • Échevin, D. (2013). Employment and education discrimination against disabled people in Cape Verde. Applied Eco-nomics, 45(7), 857-875. doi: 10.1080/00036846.2011.613775
  • Ferrari, L., Nota, L., & Soresi, S. (2005). Conceptions of work in Italian adults with intellectual disability. Journal of Career Development, 34, 438-364. doi: 10.1177/0894845308316295
  • Flexer, R. W., Baer, R. M., Luft, M., & Simmons, T. J. (2013). Transition planning for secondary students with disabili-ties. Boston: Pearson.
  • Grigal, M., Hart, D., & Migliore, A. (2011). Comparing the transition planning, postsecondary education and employ-ment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 4-17. doi: 10.1177/0885728811399091
  • Grigal, M., Migliore, A., & Hart, D. (2014). A state comparison of vocational rehabilitation support of youth with intel-lectual disabilities’ participation in postsecondary education. Journal of Vocational Rehabilitation, 40(3), 185-194. doi: 10.3233/JVR-140683
  • Hagner, C. D. (1992). The Social interactions and job supports of supported employees. İçinde J. Nisbet (Ed.). Natural supports in school, at work, and in the community for people with severe disabilities (s. 217-240). Baltimore: Broo-kes Publishing Co.
  • Hagner, D., Dague, B., & Phillips, K. (2015). Including employees with disabilities in workplace cultures strategies and barriers. Rehabilitation Counseling Bulletin, 58(4), 195-202. doi: 10.1177/0034355214544750
  • Hall, D. T., & Mirvis, P. H. (1996). The new protean career: Psychological success and the path with a heart. İçinde D. T. Hall (Ed.) The career is dead: Long live the career (s. 15-45). San Francisco, CA: Jossey-Bass.
  • Hall, S. A. (2017). Community involvement of young adults with intellectual disabilities: Their experiences and pers-pectives on inclusion. Journal of Applied Research in Intellectual Disabilities, 30(5), 859-871. doi: 10.1111/jar.12276
  • Hanley-Maxwell, C., & Collet-Klingenberg, L. (2012). Preparing students for employment. İçinde P. Wehman & J. Kre-gel (Eds.), Functional curriculum for elementary and secondary students with special needs (s. 529-561). Austin, TX: Pro-ED.
  • Harcourt, M., Lam, H., & Harcourt, S. (2005). Discriminatory practices in hiring: Institutional and rational economic perspectives. The International Journal of Human Resource Management, 16(11), 2113-2132. doi: 10.1080/09585190500315125
  • Holland, J. L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51(4), 397-406. doi: 10.1037/0003-066X.51.4.397
  • Kraemer, B. R., McIntyre, L. L., & Blancher, J. (2003). Quality of life for young adults with mental retardation during transition. Mental Retardation, 41(4), 250-262. doi: 10.1352/0047-6765(2003)
  • Leake, D., & Black, R. S. (2005). Cultural and linguistic diversity: Implications for transition personnel (Essential Tools Monograph Series). Minneapolis, MN: National Center for Secondary Education and Transition.
  • Lindstrom, L., Benz, M., & Doren, B. (2004). Expanding career options for young women with learning disabilities. Career Development for Exceptional Individuals, 27(1), 43-63. doi: 10.1177/088572880402700104
  • Luecking, R. (2009). The way to work: How to facilitate work experiences for youth in transition. Baltimore: Brookes Publishing Company.
  • MacIntyre, G. (2014). The potential for inclusion: Young people of social inclusion as they make the transition from childhood to adulthood. Journal of Youth Studies, 17, 857-871. doi: 10.1080/13676261.2013.878794
  • Marshall, S. K., Stainton, T., Wall, J. M., Zhu, M., Murray, J., Wu, S., …. Young, R. A. (2018). Transition to adulthood as a joint parent-youth project for young persons with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 56(4), 263-277. doi: 10.1352/1934-9556-56.5.263
  • Meaker, T. (2016). Transition to employment. İçinde R. L. Morgan & T. Riesen (Eds.). Promoting succesful transition to adulthood (s. 152-177). New York: The Guilford Press.
  • Migliore, A., Mank, D., Grossi, T., & Rogan, P. (2007). Integrated employment of sheltered workshops: Preferences of adults with intellectual disabilities, their families, and staff. Journal of Vocational Rehabilitation, 26, 5-19. doi: 1052-2263
  • Miller, R. J., Lombard, R. C., & Corbey, S. A. (2007). Transition assessment: Planning transition and IEP development for youth with mild disabilities. Boston: Pearson Education, Allyn and Bacon.
  • Morgan, R. L., & Riesen, T. (2016). Promoting succesful transition to Adulthood for student with disabilities. London: Guilford Press.
  • Morningstar, M., & Clavenna-Deane, B. (2018). Your complete guide to transition planning and services. Baltimore: Paul H. Brookes Publishing Company.
  • Nittrouer, C. L., Pickens, J. L., & Shogren, K. A. (2015). Employment supports that promote job attainment, main-tenance, and advancement for people with intellectual and developmental disabilites. İçinde AAIDD. Way leads on to way: Paths to employment for people with intellectual disability (s. 165-182).Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Novak, D., & Rogan, P. (2010). Social integration in employment settings: Application of intergroup contact theory. Journal of Intellectual and Developmental Disabilities, 48, 31-51. doi: 10.1352/1934-9556-48.1.31
  • O’Connor, M. P. (2009). Service works! Promoting transition success for student with disabilities through participation in service learning. Teaching Exceptional Children, 41(6), 12-17.
  • Qian, X., Johnson, D. R., Smith, F. A., & Papay, C. K. (2018). Predictors associated with paid employment status of community and technical college students with intellectual disability. Journal on Intellectual and Developmental Di-sabilities, 123(4), 329-343. doi: 10.1352/1944-7558-123.4.329
  • Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25(1), 25-40. doi: 10.1177/088572880202500103
  • Repetto, J. B.,Webb, K. W., Neubert, D. A., & Curran, C. (2006). The middle school experience: Succesful teaching and transition planning for diverse learners. Austin, TX: Pro-Ed.
  • Rogan, P., Grossi, T. A., & Gajewski, R. (2002). Vocational and career assessment. İçinde C. L. Sax, & C. A. Thoma (Eds.), Transition assessment: Wise practices for quality lives (s. 103-117). Baltimore, MD: Paul Brookes Publishing.
  • Savaşır, R. (1999). Türkiye ve Avrupa Birliği ülkelerinde KOBİ’ler açısından istihdam politikaları. Ankara: Kamu İşletmeleri İşverenleri Sendikası.
  • Savickas, M. L. (2011). Constructing careers: Actor, agent, and author. Journal of Employment Counseling, 48(4), 179-181. doi: 10.1002/j.2161-1920.2011.tb01109.x
  • Sevak, P., O’Neill, J., Houtenville, A., & Brucker, D. (2018). State and local determinants of employment outcomes among individuals with disabilities. Journal of Disability Policy Studies, 29(2), 1-10. doi: 10.1177/1044207318782676
  • Sitlington, P. L., Neubert, D. A., Clark, G. M., & Oliver, P. (2010). Transition education and services for students with disabilities. New Jersey: Merill Pearson.
  • Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Growing up transition to adult life for students with disabilities. Boston, MA: Allyn and Bacon.
  • Szymanski, E. M., & Hershenson, D. B. (2015). An ecological approach to vocational behavior and career development of people with disabilities. İçinde R. M. Parker, E.
  • M. Szymanski & J. B. Patterson (Eds.), Rehabilitation counseling: Basics and beyond (s. 225-280). Austin, TX: PRO-ED.
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  • Weidenthal, C., & Kochar-Bryant, C. (2007). An investigation of transition practices for middle school youth. Career Development for Exceptional Individuals, 30, 147-157. doi: 10.1177/08857288070300030401
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Yetişkinliğe Geçişte İlk Adım: Gelişimsel Yetersizliği Olan Bireyler ve Kariyer Eğitimi

Year 2020, Volume: 28 Issue: 5, 1902 - 1914, 30.09.2020
https://doi.org/10.24106/kefdergi.3892

Abstract

Bu çalışmanın amacı, gelişimsel yetersizliği olan bireylerin yetişkinlik yaşamının önemli bir parçası olan kariyer, kariyer gelişimi ve kariyer eğitimi kavramlarının açıklanması ve erken çocukluk döneminden itibaren gelişimsel yetersizliği olan bireylerin başarılı bir yetişkinlik yaşamı sürdürebilmesi için gerçekleştirilebilecek uygulamaları içeren önerilerin geliştirilmesidir. Çalışmada öncelikle gelişimsel yetersizliği olan bireyler ve onların yetişkinliğe geçiş süreci ortaya konmuş, ardından başarılı bir yetişkinlik yaşamı için kritik beceri alanlarının neler olduğu paylaşılmıştır. Sonrasında bağımsız bir yetişkinlik yaşamıyla gelişimsel yetersizliği olan bireylerin çalışma yaşamına katılımının ilişkisi açıklanmış ve çalışma yaşamına sürdürülebilir şekilde katılımda kariyer gelişimi kavramının önemini içeren alanyazındaki çalışma bulguları paylaşılmıştır. Bununla birlikte, gelişimsel yetersizliği olan bireylerin eğitiminde okul döneminden itibaren gerçekleştirilebilecek kariyer eğitimi çalışmaları örnekleriyle birlikte açıklanmıştır. Son olarak gelişimsel yetersizliği olan bireylerin kariyer gelişimlerinin desteklenmesi için paydaşlara öneriler sunulmuştur.

References

  • Artar, T. M. (2018). Çalışma arkadaşlarının zihin yetersizliği olan bireylerin çalışma yaşamına ilişkin görüş ve önerileri. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Association for Career and Technical Education (2006). Reinventing the American high school for the 21st Century. Alexandria, VA: Author.
  • Baer, R. M., & Daviso, A. W. (2013). Independent living and community participation. İçinde R. W. Flexer, R. M. Baer, M. Luft, & T. J. Simmons (Eds.), Transition planning for secondary students with disabilities (s. 306-328). Boston: Pearson.
  • Benz, M. R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66(4), 509-529. doi: 10.1177/001440290006600405
  • Benz, M. R., Lindstrom, L., & Latta, T. (1999). Improving collaboration between schools and vocational rehabilitation: The youth transition program model. Journal of Vocational Rehabilitation, 13(1), 55-63. doi: 1052-2263
  • Bouck, E. C. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56, 1175-1186. doi: 10.1111/j.1365-2788.2011.01517.x
  • Bouck, E. C., & Joshi, G. S. (2016). Transition and students with mild intellectual disability: Findings from the National Longditudinal Transition Study-2. Career Development and Transition for Exceptional Individuals, 39, 154-163. doi: 10.1177/2165143414551408
  • Bradley, V. J., Bershadsky, J., Giordano, S., Hiersteiner, D., Kennedy-Lizotte, R., & Butterworth, J. (2015). Employing people with intellectual and developmental disabilities: Current status and emerging best practices. İçinde AAIDD (Ed.), Way leads on to way: Paths to employment for people with intellectual disability (s. 3-30). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Brolin, D. E. (1997). Life centered career education: A competency based approach (5th edition). Virginia, VA: The Council for Expectional Children.
  • Brown, I., Hatton, C., & Emerson, E. (2013). Quality of life indicators for individuals with intellectual disabilities: Extending current practice. Intellectual and Developmental Disabilities, 51(5), 316-332. doi: 10.1352/1934-9556-51.5.316
  • Carter, E. W., Austin, D., & Trainor, A. A. (2012). Factors associated with the early work experiences of adolescents with severe disabilities. Intellectual and Developmental Disabilities, 49(4), 233-247. doi: 10.1177/1044207311414680
  • Cooney, B. F. (2002). Exploring perspectives on transition of youth with disabilities: Voices of young adults, parents, and professionals. Mental Retardation, 40, 425-435. doi: 10.1352/0047-6765(2002)
  • Cooney, G., Jahoda, A., Gumley, A., & Knott, F. (2006). Young people with intellectual disabilities attending mainst-ream and segregated schooling: Perceived stigma, social comparison and future aspirations. Journal of Intellectual Disability Research, 50, 432-444. doi: 10.1111/j.1365-2788.2006.00789.x
  • Davis, R. V., & Lofquist, L. H. (1984). A Pyschological theory of work adjustment. Minneapolis, MN: University of Minnesota Press.
  • Doren, B., Lindstrom, L., Zane, C., & Johnson, P. (2007). The role of program and alterable personel factors in postsc-hool employment outcomes. Career Development for Exceptional Individuals, 30(3), 171-183. doi: 10.1177/08857288070300030601
  • Échevin, D. (2013). Employment and education discrimination against disabled people in Cape Verde. Applied Eco-nomics, 45(7), 857-875. doi: 10.1080/00036846.2011.613775
  • Ferrari, L., Nota, L., & Soresi, S. (2005). Conceptions of work in Italian adults with intellectual disability. Journal of Career Development, 34, 438-364. doi: 10.1177/0894845308316295
  • Flexer, R. W., Baer, R. M., Luft, M., & Simmons, T. J. (2013). Transition planning for secondary students with disabili-ties. Boston: Pearson.
  • Grigal, M., Hart, D., & Migliore, A. (2011). Comparing the transition planning, postsecondary education and employ-ment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 4-17. doi: 10.1177/0885728811399091
  • Grigal, M., Migliore, A., & Hart, D. (2014). A state comparison of vocational rehabilitation support of youth with intel-lectual disabilities’ participation in postsecondary education. Journal of Vocational Rehabilitation, 40(3), 185-194. doi: 10.3233/JVR-140683
  • Hagner, C. D. (1992). The Social interactions and job supports of supported employees. İçinde J. Nisbet (Ed.). Natural supports in school, at work, and in the community for people with severe disabilities (s. 217-240). Baltimore: Broo-kes Publishing Co.
  • Hagner, D., Dague, B., & Phillips, K. (2015). Including employees with disabilities in workplace cultures strategies and barriers. Rehabilitation Counseling Bulletin, 58(4), 195-202. doi: 10.1177/0034355214544750
  • Hall, D. T., & Mirvis, P. H. (1996). The new protean career: Psychological success and the path with a heart. İçinde D. T. Hall (Ed.) The career is dead: Long live the career (s. 15-45). San Francisco, CA: Jossey-Bass.
  • Hall, S. A. (2017). Community involvement of young adults with intellectual disabilities: Their experiences and pers-pectives on inclusion. Journal of Applied Research in Intellectual Disabilities, 30(5), 859-871. doi: 10.1111/jar.12276
  • Hanley-Maxwell, C., & Collet-Klingenberg, L. (2012). Preparing students for employment. İçinde P. Wehman & J. Kre-gel (Eds.), Functional curriculum for elementary and secondary students with special needs (s. 529-561). Austin, TX: Pro-ED.
  • Harcourt, M., Lam, H., & Harcourt, S. (2005). Discriminatory practices in hiring: Institutional and rational economic perspectives. The International Journal of Human Resource Management, 16(11), 2113-2132. doi: 10.1080/09585190500315125
  • Holland, J. L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51(4), 397-406. doi: 10.1037/0003-066X.51.4.397
  • Kraemer, B. R., McIntyre, L. L., & Blancher, J. (2003). Quality of life for young adults with mental retardation during transition. Mental Retardation, 41(4), 250-262. doi: 10.1352/0047-6765(2003)
  • Leake, D., & Black, R. S. (2005). Cultural and linguistic diversity: Implications for transition personnel (Essential Tools Monograph Series). Minneapolis, MN: National Center for Secondary Education and Transition.
  • Lindstrom, L., Benz, M., & Doren, B. (2004). Expanding career options for young women with learning disabilities. Career Development for Exceptional Individuals, 27(1), 43-63. doi: 10.1177/088572880402700104
  • Luecking, R. (2009). The way to work: How to facilitate work experiences for youth in transition. Baltimore: Brookes Publishing Company.
  • MacIntyre, G. (2014). The potential for inclusion: Young people of social inclusion as they make the transition from childhood to adulthood. Journal of Youth Studies, 17, 857-871. doi: 10.1080/13676261.2013.878794
  • Marshall, S. K., Stainton, T., Wall, J. M., Zhu, M., Murray, J., Wu, S., …. Young, R. A. (2018). Transition to adulthood as a joint parent-youth project for young persons with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 56(4), 263-277. doi: 10.1352/1934-9556-56.5.263
  • Meaker, T. (2016). Transition to employment. İçinde R. L. Morgan & T. Riesen (Eds.). Promoting succesful transition to adulthood (s. 152-177). New York: The Guilford Press.
  • Migliore, A., Mank, D., Grossi, T., & Rogan, P. (2007). Integrated employment of sheltered workshops: Preferences of adults with intellectual disabilities, their families, and staff. Journal of Vocational Rehabilitation, 26, 5-19. doi: 1052-2263
  • Miller, R. J., Lombard, R. C., & Corbey, S. A. (2007). Transition assessment: Planning transition and IEP development for youth with mild disabilities. Boston: Pearson Education, Allyn and Bacon.
  • Morgan, R. L., & Riesen, T. (2016). Promoting succesful transition to Adulthood for student with disabilities. London: Guilford Press.
  • Morningstar, M., & Clavenna-Deane, B. (2018). Your complete guide to transition planning and services. Baltimore: Paul H. Brookes Publishing Company.
  • Nittrouer, C. L., Pickens, J. L., & Shogren, K. A. (2015). Employment supports that promote job attainment, main-tenance, and advancement for people with intellectual and developmental disabilites. İçinde AAIDD. Way leads on to way: Paths to employment for people with intellectual disability (s. 165-182).Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Novak, D., & Rogan, P. (2010). Social integration in employment settings: Application of intergroup contact theory. Journal of Intellectual and Developmental Disabilities, 48, 31-51. doi: 10.1352/1934-9556-48.1.31
  • O’Connor, M. P. (2009). Service works! Promoting transition success for student with disabilities through participation in service learning. Teaching Exceptional Children, 41(6), 12-17.
  • Qian, X., Johnson, D. R., Smith, F. A., & Papay, C. K. (2018). Predictors associated with paid employment status of community and technical college students with intellectual disability. Journal on Intellectual and Developmental Di-sabilities, 123(4), 329-343. doi: 10.1352/1944-7558-123.4.329
  • Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25(1), 25-40. doi: 10.1177/088572880202500103
  • Repetto, J. B.,Webb, K. W., Neubert, D. A., & Curran, C. (2006). The middle school experience: Succesful teaching and transition planning for diverse learners. Austin, TX: Pro-Ed.
  • Rogan, P., Grossi, T. A., & Gajewski, R. (2002). Vocational and career assessment. İçinde C. L. Sax, & C. A. Thoma (Eds.), Transition assessment: Wise practices for quality lives (s. 103-117). Baltimore, MD: Paul Brookes Publishing.
  • Savaşır, R. (1999). Türkiye ve Avrupa Birliği ülkelerinde KOBİ’ler açısından istihdam politikaları. Ankara: Kamu İşletmeleri İşverenleri Sendikası.
  • Savickas, M. L. (2011). Constructing careers: Actor, agent, and author. Journal of Employment Counseling, 48(4), 179-181. doi: 10.1002/j.2161-1920.2011.tb01109.x
  • Sevak, P., O’Neill, J., Houtenville, A., & Brucker, D. (2018). State and local determinants of employment outcomes among individuals with disabilities. Journal of Disability Policy Studies, 29(2), 1-10. doi: 10.1177/1044207318782676
  • Sitlington, P. L., Neubert, D. A., Clark, G. M., & Oliver, P. (2010). Transition education and services for students with disabilities. New Jersey: Merill Pearson.
  • Steere, D. E., Rose, E., & Cavaiuolo, D. (2007). Growing up transition to adult life for students with disabilities. Boston, MA: Allyn and Bacon.
  • Szymanski, E. M., & Hershenson, D. B. (2015). An ecological approach to vocational behavior and career development of people with disabilities. İçinde R. M. Parker, E.
  • M. Szymanski & J. B. Patterson (Eds.), Rehabilitation counseling: Basics and beyond (s. 225-280). Austin, TX: PRO-ED.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Tahir Mete Artar 0000-0002-0285-4152

Yasemin Ergenekon 0000-0003-2443-0884

Publication Date September 30, 2020
Acceptance Date April 9, 2020
Published in Issue Year 2020 Volume: 28 Issue: 5

Cite

APA Artar, T. M., & Ergenekon, Y. (2020). Yetişkinliğe Geçişte İlk Adım: Gelişimsel Yetersizliği Olan Bireyler ve Kariyer Eğitimi. Kastamonu Education Journal, 28(5), 1902-1914. https://doi.org/10.24106/kefdergi.3892

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