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ASIA-PACIFIC
JOURNAL OF
INTELLECTUAL
DISABILITIES
Volume 3, Number 2, December 2016
ISSN 2383-7438
Asia-Pacific Journal Center
Asian Federation on Intellectual Disabilities
CONTENTS
SERVICE PROVIDER REPORT
05 THE EFFECT OF THE UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
Yong-Wook Kim | Nam-Jin Kim
Korea
20 ENHANCED TRANSITION PROGRAMME: PRACTICES TO ENHANCE TRANSITION
FROM SCHOOL TO POST SCHOOL PATHWAYS
Wanda Chan Yee Seen
Singapore
37 SYSTEMATICAL REVIEW: WHY IT NEEDS TO PROVIDE ADAPTED PHYSICAL EDUCATION
COURSES AND PRACTICUM TO TEACH STUDENTS WITH INTELLECTUAL DISABILITY IN
GENERAL PHYSICAL EDUCATION
YoungHwan Koh
Korea
12
RELATIONSHIP AND CONTRIBUTION OF PSYCHOLOGICAL CAPITAL AND
ORGANIZATIONAL SUPPORT TOWARDS THE SUBJECTIVE WELL-BEING OF SPECIAL
EDUCATION SECONDARY SCHOOL TEACHERS IN THE CENTRAL REGION OF PENINSULA
MALAYSIA
Ramesh Kanapathy | Rosadah Abd Majid | Salleh Amat | Mohd Hana Mohd
Yasin
Malaysia
29 CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Mohd Hana Mohd Yasin | Rohaizat Ibrahim | Noradibah Hana
Malaysia
48 SWID BANGLADESH AS A SERVICE PROVIDER FOR THE PERSONS WITH INTELLECTUAL
DISABILITIES
Mahmudul Hasan, Mohammed Moslem, Jowaherul Islam Mamun, Nurul Islam
Bangladesh
29
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Abstract
The aim of this study is to review the capacity and capability
of hearing among impaired students in a transition termed
as a Career Transition Programme in adapting to the
working environment post-school graduation. This research
is a qualitative research by making use of a designed survey.
The Career Transition Programme is a programme that helps
students with special needs in getting a job after school.
Students with hearing difficulties experience hardships in
communicating and socialising with the outside community.
Data were collected by observing the participants as well as
traditional face-to-face interviews with employers, workers,
parents and teachers at school. The participant in the study
is a student necessitating special needs undergoing hearing
difficulties in one elementary school with special education
CAREER TRANSITION PROGRAMME OF
HEARING IMPAIRMENT STUDENTS
Mohd Hana Mohd Yasin*
Professor
National University of Malaysia
Rohaizat Ibrahim
Professor
National University of Malaysia
Noradibah Hana
Professor
National University of Malaysia
Malaysia
Asia-Pacic Journal of Intellectual Disabilities
Dec. 2016, Vol. 3, No. 2, pp. 29~36
* mhmy6365@ukm.edu.my
30
Asia-Pacic Journal
of Intellectual Disabilities
for the disabled. The training module was designed as
a guide for the participant to carry out work at a chosen
nursery. The study found that the participant acquired all the
taught skills and managed to work according to the assigned
hours. The results of the interview show a positive outlook
on the Career Transition Programme that was carried out.
However, the researcher suggests some improvements in
the Career Transition Programme in ensuring the longevity
of its implementation from time to time in the future.
Keywords: Career transition program, students with hearing
problems.
Introduction
Career transition is one programme that can be bring out
the potential and capability of students with special needs
for employment. Talents and potentials stored in them
require sharpening and guiding to ensure the equal rights
to employment at par with normal students. Meticulous
preparation helps students with special needs in their
search for a suitable job employment in accordance to their
capabilities and potentials. In Malaysia, the commitment
of the government in aiding the disabled for employment
is seen through the Technical and Vocational Education
Programme from school to vocational training centres. The
goal of the Career Transition Programme is to empower
independent skills among disabled students. It is one of the
efforts to prepare disabled students with skills to increase
their self-value in facing the job market after they finish
school. In line with study by Walls & Fullimer (1997) which
states various skills can be instilled in this group of students
to give chance for them to work and be independent. These
students with special needs have the right to be given a
chance to prove that they are independent without the help
of others. This is because the skills which they possess vary
to each student and each one of them have a unique set of
skills. According to Safani and Salleh (2000), the disability
faced by the disabled students is the primary obstruction to
work. They require help from the transition team so that
they shall acquire the confidence to thrive in working while
obtaining numerous experiences.
The model used in this research is a teaching model
taken from a psychology education book. As stressed
by Muhibbin Syah (without year), prior to starting a skill
training and student transitioning, the application and usage
of teaching levels in skill training teaching is crucial. The
levels in the teaching process has a direct correlation with
the exertion of teaching strategy. Meaning that each use of
teaching strategies has a strong chain of connection in the
levels of teaching. This model emphasises on three levels
in teaching that are the first level is preparation, the second
level is execution and the third level is evaluation. The levels
of teaching have more or less helped the researcher to carry
out research in a well-organised and systematic way. The
pre-teaching level is preparation before teaching is started.
The teaching level is the teaching itself (preparation of
teaching materials) whereas the third level is the evaluation
level and further action. This level is the evaluation from the
learning outcome after going through the teaching process
and for follow-up arrangements. The construction of the
Career Transition Programme was based on teaching level
model as the following:
31
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Statement of Problem and Research Objective
Various factors have been identified as the root of problem
of why people with hearing disabilities face difficulties in job
employment. Attitudinal factor of the disabled is believed to
play a crucial role in one’s effort in job seeking. The feeling
of inferiority complex and low self-confidence with one’s
own potential contribute to why this group of people is far
from being successful in their fields. As stated by Noraini,
Khalid and Nor Aishah (2001), windows of education and
training for people with hearing impairment are limited.
The existing education programme available in the market
does not comply with the market demand and country’s
economic growth. Due to the disability faced and weak
cognitive grasp in those with hearing impairment, they fail
to be adapted in the working sector.
The economical and societal transformation also left a
scar on them. This is supported by a research by Safani
and salleh (2000), that says the attitude of the people with
special needs is one of the reasons of unemployment. They
are inclined to be together with other people facing the
same fate should they want to embark on a certain field.
This shows that they are not confident in their potential and
capability to work hand in hand with normal people. For
that, they will eye for one type of employment only without
going through the trouble of opting for another position that
can ensure a better future. Jun Yaeda (2010) has suggested
several strategies possible in guaranteeing a successful
transition for job employment, one of them is giving the
disabled students a chance to venture in something new.
Apart from that, the competence of the teacher in teaching
technique and vocational skills influence the interest and
inclination of students in progressing in this transition
programme.
The objective of this study is to train disabled students with
numerous skills possible in safeguarding their place in
the working sector whilst mastering the skills taught and
implement it in their workplace. In addition, this study is
able to nurture independence and self-confidence for them
and people around them. The specific objective of this
case study is to observe potential and capability of students
with hearing impairment to better adjust themselves in the
working sector post-school.
Research Methodology
The study was carried out qualitatively through observation.
The data gathered through observation of the participants
and interview with employers, employees, parents
and teachers at school. According to Alias (2008), the
<Figure 1> Levels of Teaching Model
Pre-lesson Lesson Evaluation and
follow-up actions
32
Asia-Pacic Journal
of Intellectual Disabilities
observation method has a high level of credibility if it
is systematically collected in an orderly manner in the
situation of a real research. Prior to attempting to observe,
the researcher has to carry out several implementations of
the study plan such as selecting the employer, student, skill
training and Transition Programme Module.
The researcher has acquired permission from the parents
of the participant and has selected the suitable employer
in ensuring the research is conducted systematically. The
chosen employer is a nursery owner. After obtaining
consent from the employer, it was followed up with the
discussion on job scope and tasks related to a certain
required skill. Additionally, the selection of the participant is
based on fitness, the potential of the student, talent, attitude,
behaviour, interest and capability in carrying out numerous
skills. According to Reber (1998), the fitness of students is
defined as having the psychophysical competence to react
to stimulation or to precisely adapt in an environment. The
level of fitness will determine the level of competence of a
student regardless of a gifted child or a talented child.
The student selected as the research participant is a female
student aged 14 (fourteen) years old faced with hearing
impairment since birth. The ability to adapt in a societal
communal, possessing good attributes in listening and
obeying to commands, able to complete the tasks given
and having intrinsic talents are the qualities the researcher
is seeking. The research was done in four weeks involving
20 working days where the research participant was sent to
work and assist the tasks required at the said nursery. The
researcher also implemented several pre-lesson trainings
as per the module developed personally to assess the
level of ability and skill of the student prior to sending her
to the workplace. The module was developed based on
the training of student throughout her work period at the
nursery. The researcher observed the research participant
based on the module. The developed modules are as
follows:
ⅰ. Practical training of sweeping
ⅱ. Practical training of moping the floor
ⅲ. Practical training of washing the dishes
ⅳ. Practical training of bed making
ⅴ. Practical training of folding and arranging
ⅵ. Practical training of room make-up
ⅶ. Practical training of milk preparing
Ⅷ. Practical training of toddler management
The evaluation is based on the observation on the ability
to work, interest and communication throughout the
participant’s work at the nursery. The goal of the evaluation
is to note the ability of the participant in adapting herself
in the workplace and community foreign to her own. The
researcher has done several evaluations through observation
based on the training of skills given and how the work
is done at the nursery. This is to ensure the skill training
and work can both give positive impacts on the student.
The research has also initiated interviews with employers,
nursery staffs, father of students at the nursery and nursery
teachers in order to obtain a first-hand information.
Interview is one important research method as it helps
the researcher to explore and attain in-depth research
information. As what has been stressed by Fontana and Frey
(1994), there are three types of interviews namely structured
interview, semi-structured interview and interviews with no
structure.
33
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Research Outcome Observation
Through 4 weeks of observation, the researcher noted
that all the developed modules built specifically for the
participant was applied in full. Every skill taught was
successfully mastered. The researcher continuously oversees
and assists the student throughout the Career Transition
Programme. Before being ready for work, the participant
had undergone training in the hostel twice. The first training
involves cleaning skills like sweeping, mopping the floor,
washing the dishes and bed make-up of room or dorm
at the hostel. From the first observation, the participant
manages to hold the sweeper and the mop correctly, able
to mop the floor and wash the dishes clean. The participant
also accomplished all the skills well. This is because the
participant has been used to carrying out the chores at the
hostel. The second observation encompasses the skill of
babysitting such as folding and rearranging clothes in the
wardrobe, preparing milk, bathing, taking care of toddlers in
the hostel aged 4-5 years old. The researcher observed that
the participant is able to perform the tasks according to the
module developed. After the training session, has ended,
the following week, the participant is sent to the nursery to
assume work there.
The nursery working hours by the participant starts around
2pm and ends at 6pm every working day. Throughout
the session, the research makes observation and notes all
the skills able to be mastered by the participant during the
Career Transition Programme is in session at the nursery.
From the observation of the work, the participant is able to
adapt with other workers and toddlers at the nursery. The
participant starts the first day at the nursery by performing
cleaning chores such as folding blankets, baby clothes
and arranging them in the closet. The following days,
the participant is asked to bath and prepare milk for the
toddlers at the nursery. Every skill learned at the hostel
was implemented in success by the participant at her
workplace. Some toddlers show a positive attitude towards
the participant. This is because the participant herself is easy
going with anybody.
Interview
The face to face interview in this research was done to four
individuals that are the employer, one of the father in the
Face-to-Face Interview Interview Outcome
Employer
“This programme is really good and gives benets to many parties. I learned a new experience
after meeting up with Aliah as this is my rst time meeting up with a student with hearing im-
pairment. Indirectly, I get to learn and develop my Sign Language and to know more about
disabled students. Even though these students lack certain characteristics and are lacking in
some, but they still manage to complete what they are told and very passionate in taking care
of the toddlers in my nursery. I would like to suggest, should any nurseries wish to employ any
workers, you can employ disabled students because they are the same as normal people.
On our side, we will accept them as a mean to help them earn a living while giving them a
chance to learn about the outside world (other than their surrounding). A good programme
must be continued in order to safeguard the welfare of PWD from time to time.”
34
Asia-Pacic Journal
of Intellectual Disabilities
nursery, other staffs of the nursery and the teacher of the
participant. The goal of the interview is to obtain further
information. The following is the outcome of the interview
received by the researcher:
From the above interview, the research participants
gave positive comments towards the Career Transition
Programme developed by the researcher. Training with
special focus to career competence is crucial in giving them
a chance. According to IA, Z. M., Salleh, N., Mustapha, R.,
& Yassin, H. M. (2009), the future career domain will be
narrowed down to skill based careers of the individuals.
This is to help every individual sharpen their own talent
and capability while working a good job to earn a living. As
what has been said by Hiller (2007); Melissa, Shier, Graham
& Jones (2009) and Zainuddin Mohd Isa (2009), between
the skills mentioned are communication, problem solving,
attitude, teamwork, time management, self-confidence,
able to follow orders and able to adapt to social communal.
Other than that, the people with disabilities are able to make
decisions in determining their own life as a worker and a
subset in society.
Father of toddler at nursery
“I am a clerk at a primary school. On the day, I fetch my child, I was surprised to see my child
escorted by a new worker on the way to the car. This is because, my child is not close to any-
one except for the staffs at the nursery. I am fascinated with the ability of the participant who
is able to be close and befriend my child. To me, this programme needs constant supervision
and guidance to make sure this group of people can carry out work well.”
Nursery worker
“The Career Transition Programme is an extraordinary experience for us as nursery workers. We
have never worked with any students with disabilities before. It more or else opens the eyes of
the society and make us realise that these people are like other people. We really like this initia-
tive as we learned several sign languages by communicating with them. Even though it was a
bit difcult communicating with them, the aid equipped by the researcher such as card signs
with pictures eased us to understand sign language of the mute. Our opinion is that, the transi-
tion student is an easy-going student and can be friends with the toddlers at the nursery easily.
At rst, it was challenging to suit ourselves with them but after several days we can get along
pretty good.”
School Teacher
”I am the teacher of the students. For me, the Career Transition Programme like this is able to
give a real-life experience to the students. At least, they can be ready when they are out in the
world after they have nished school soon. Students can differentiate between good and bad
while being more condent and prepared to face the outside world. Other teachers teaching
special education is suggested to carry out a similar Career Transition Programme like this to
other students to assist them in being successful at par with other students. Myself, the ministry,
JPN and PPD should develop a programme like this and expand it in the near future.”
35
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Discussions and Suggestions
Based on the research outcome, it can be summarised that
the Career Transition Programme is a crucial providing
training in aiding people with disabilities especially students.
Every skill training that is given to the students helped them
in understanding what to expect in a real-life work. From
the outcome, there several suggestions for improvements
that are:
ⅰ. The ministry, JPN and PPD have to work hand in
hand and play an essential role in developing a Career
Transition Programme to sustain the excellence of
technique and vocational programme that have been
implemented.
ⅱ. The development of modules suitable for the potential
and interest of the disabled is really encouraged in order
to help them carry out skill training proportionate with
their potential and talent.
ⅲ. The public and private employment agencies are
hoped to give the disabled a chance to experience the
working world at par with other normal people by
organising workshops or training courses on career path
collaborating with Non-Governmental Organisations
(NGO) and related establishments.
ⅳ. Education support and employment support for the
Career Transition Programme can be implemented in
Malaysia in order to fulfil the needs of disabled students.
This is the key to ensuring success of Career Transition
Programme from school to the working world through
a combination or blend of education support and
employment support.
Conclusion
In conclusion, the research on the Career Transition
Programme is really impactful to the disabled people
especially to the students with hearing impairment having
difficulties in communicating with other people. A bank of
experience they had in the past can be a guide for them in
embarking on new fields of employment in the future. The
involvement and responsibility of all parties are monumental
in ensuring the Career Transition Programme a success
from time to time while fulfilling the needs of the disabled.
Modules related to the training should be developed
systematically. This programme should be future introduced
to guarantee the disabled students to live independently at
par with normal people. The exposure of this programme
should be expanded to all parties especially to teachers,
parents, government departments and job agencies. Among
the efforts that can be done are courses, talks and activities
related to transition programme. The advantages that can be
foreseen are helping teachers, parents and other parties to
add input to be more prepared in implementing the Career
Transition Programme. Last words, the implementation of
the Career Transition Programme for disabled students can
be improved further. It is the job of all people to make sure
the dreams of students with special needs are met in the
future none other than to contribute to the growth of the
country and uphold the name of special education in the
eyes of the world.
36
Asia-Pacic Journal
of Intellectual Disabilities
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Received : 15 October 2016
Accepted : 28 November 2016
Published : 26 December 2016
