PONAŠANJE U RADNOM OKRUŽENJU ADOLESCENATA SA TEŠKOĆAMA U MENTALNOM RAZVOJU
Sažetak
Istraživanje je sprovedeno u cilju utvrđivanja odnosa ponašanja u radnom okruženju, nivoa intelektualnih sposobnosti i uspešnosti na praktičnoj nastavi kod adolescenata sa teškoćama u mentalnom razvoju
Uzorkom je obuhvaćeno 50 adolescenata sa teškoćama u mentalnom razvoju, oba pola, starosti 16-21 godine (AS=18,48; SD=1,59), učenika Srednje zanatske škole u Beogradu. Zastupljeno je 16 (32%) ispitanika sa umerenom intelektualnom ometenošću (IO) i po 17 (34%) ispitanika sa lakom IO i graničnim intelektualnim sposobnostima (GIS).
Analizom školske dokumentacije prikupljeni su podaci o uzrastu, intelektualnim sposobnostima, razredu i oceni ispitanika na praktičnom radu. Ponašanje u radnom okruženju i profesionalna interesovanja procenjena su Upitnikom za profesionalnu evaluaciju, primenjenom u formi intervjua sa radnim instruktorima.
Primenom analize kovarijanse, uz kontrolu uticaja nivoa intelektualnih sposobnosti, utvrđeno je da je ukupan skor Upitnika za profesionalnu evaluaciju statistički značajan činilac ocene na praktičnoj nastavi (p≤0,000), i to zahvaljujući domenima socijalnih veština (p=0,012), komunikacije (p=0,001) i radnih veština (p≤0,000). Rezultati Upitnika za profesionalnu evaluaciju objašnjavaju oko 47% (η2part=0,471) varijanse, a nivo intelektualnih sposobnosti nešto manje od 10% (η2part=0,097).
Dobijeni rezultati ukazuju na potrebu za kontinuiranim praćenjem i evaluacijom procesa profesionalnog osposobljavanja mladih ljudi sa teškoćama u mentalnom razvoju, u cilju jasnijeg profilisanja njihovih mogućnosti za uključivanje u svet rada.
Ključne reči: teškoće u mentalnom razvoju, radne veštine, profesionalno interesovanje
Reference
Abraham, C., Gregory, N., Wolf, L., & Pemberton, R. (2002). Self-esteem, stigma and community participation amongst people with learning difficulties living in the community. Journal of Community & Applied Social Psychology, 12(6), 430-443. doi:10.1002/casp.695
Baer, R. M., Flexer, R. W., Beck, S., Amstutz, N., Hoffman, L., Brothers, J., & et al., (2003). A collaborative followup study on transition service utilization and post-school outcomes. Career Development for Exceptional Individuals, 26(1), 7-25. doi.org/10.1177/088572880302600102
Beyer, S., Kaehne, A., Grey, J., Sheppard, K., & Meek, A. (2008). What works?‒ Transition to employment for young people with learning disabilities. Chippenham, UK: Shaw Trust.
Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M., J., Muravyev, A. Pieters, J., Rodríguez-Planas, N., Schmidl, R., & Zimmermann, K., F. (2012). Youth Unemployment and Vocational Training. Background Report for the World Development Report.
Brady, M. P., & Rosenberg, H. (2002). Job Observation and Behavior Scale: A supported employment assessment instrument. Education and Training in Mental Retardation and Developmental Disabilities, 427-433.
Čabarkapa, M. (2008). Čovek i radna okolina: psihofiziološki i ekološki aspekti rada. Beograd: Čigoja štampa.
Carter, E. W., Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75(1), 55-70. doi.org/10.1177/001440290807500103
Chadsey, J., & Beyer, S. (2001). Social relationships in the workplace. Mental Retardation and Developmental Disabilities Research Reviews, 7(2), 128-133. doi:10.1002/mrdd.1018
Cheong, L. S. & Yahya, S. Z .S. (2013). Effective Transitional Plan from Secondary Education to Employment for Individuals with Learning Disabilities: A Case Study. Journal of Education and Learning, 2(1), 104-117. doi: 1O.5539/jel. v2nl p 104
Cooney, G., Jahoda, A., Gumley, A. & Knott, F. (2006). Young people with intellectual disabilities attending mainstream and segregated schooling: perceived stigma, social comparison and future aspirations. Journal of Intellectual Disabillity Research, 50(6), 432-444. Doi: 10.1111/j.1365-2788.2006.00789.x
Corbett, W. P., Clark, H. B., & Blank, W. (2002). Employment and social outcomes associated with vocational programming for youths with emotional or behavioral disorders. Behavioral Disorders, 27(4), 358-370. doi.org/10.1177/019874290202700403
Fabian H. (2007). Informing transition in the early years : Research, Policy and Pracitce, Berkshire: Open Universitiy Press.
Flexer, R. W., Baer, R., Luft, P., & Simmons, T. J. (2007). Transition planning for secondary students with disabilities 3rd ed. New Jersey: Prentice Hall Inc.
Frank, A. R., & Sitlington, P. L. (2000). Young adults with mental disabilities: Does transition planning make a difference? Education and Training in Mental Retardation, 35, 119-134.
Gligorović, M., Radić Šestić, M., & Buha Đurović, N. (2011). Procena kognitivnih, perceptivnih i motoričkih sposobnosti osoba sa intelektualnom ometenošću u procesu profesionalne rehabilitacije. Beogradska defektološka škola, 3, 549-570.
Gligorović, M. (2012). Procena radnih sposobnosti, sklonosti i veština osoba sa intelektualnom ometenošću. Specijalna edukacija i rehabilitacija, 11(4), 623-636. doi:10.5937/specedreh11-2312
Gligorović, M. (2015). Procena radnih sposobnosti, sklonosti i veština osoba sa intelektualnom ometenošću. Beograd: Univerzitet u Beogradu ‒ Fakultet za specijalnu edukaciju i rehabilitaciju.
Gligorović, M., & Radić-Šestić, M. (2011). Procena radnih sposobnosti osoba sa intelektualnom ometenošću u procesu sekundarne tranzicije. Specijalna edukacija i rehabilitacija, 10(2), 251-269.
Halverson, D., Petersen, B., & Rohrbach, B. (2005). Quickbook of Transition Assessments. Pierre, SD: Transition Services Liaison Project.
Harris, J. C. (2006). Intellectual disability: Understanding its development, causes, classification, evaluation, and treatment. New York: Oxford University Press.
Hattie, J. (2009). Visible learning: A synthesis of meta-analyses relating to achievement. London: Routledge.
Heiman, T. (2000). Friendship quality among children in three educational settings. Journal of Intellectual and Developmental Disability, 25(1), 1-12. doi.org/10.1080/132697800112749
Jahoda, A., Alastair, W., Stalker, K. & Cairney, A. (2010). Living with stigma and the self-perceptions of people with mild intellectual disabilities. Journal of Social Issues, 66(3), 521-534. Doi10.1111/j.1540-4560.2010.01660.x
Knox, M., & Hickson, F. (2001). The meanings of close friendship: The views of four people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 14(3), 276-291. doi:10.1046/j.1468-3148.2001.00066.x
Link, B. G. & Phelan, J. C. (2006). Stigma and its public health implications. The Lancet, 367(9509), 528-529.
Milanović-Dobrota, B. (2015). Indikatori radne efikasnosti učenika sa lakom intelektualnom ometenošću. Beograd: Univerzitet u Beogradu ‒ Fakultet za specijalnu edukaciju i rehabilitaciju. Doktorska disertacija.
Niles, S. G., & Harris-Bowlsbey, J. (2009). Career development and diverse populations. Upper Saddle River, NJ: Pearson.
Ochs, L. A. & Roessler, R. T. (2004). Predictors of career exploration intentions: A social cognitive theory perspective. Rehabilitation Counseling Bulletin, 47(4), 224-233.
Osborn, D. S, & Zunker, V. G. (2006). Using assessment results for career development (7th ed.). Belmon: Thomson Higher Education.
Paterson, L., Mc Kenzie, K., & Lindsay, B. (2012). Stigma, social comparison and self-esteem in adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 25(2), 166-176. pmid:22473968
Patton, W., & Creed, P. (2007). The relationship between career variables and occupational aspirations and expectations for Australian high school adolescents. Journal of Career Development, 34(2), 127-148. doi: 10.1177/0894845307307471
Radić-Šestić, M., & Milanović-Dobrota, B. (2012). Mogućnosti profesionalne rehabilitacije osoba sa intelektualnom ometenošću. U M. Gligorović i S. Kaljača (Ur.), Kognitivne i adaptivne sposobnosti dece sa intelektualnom ometenošću (str. 111-158). Beograd: Univerzitet u Beogradu ‒ Fakultet za specijalnu edukaciju i rehabilitaciju.
Salvia, J. & Ysseldyke, J. (2004). Assessment in Special and Inclusive Education. Boston, MA: Houghton Mifflin.
Schoon. I., & Parsons, S. (2002). Teenage Aspirations for Future Careers and Occupational Outcomes. Journal of Vocational Behavior, 60(2), 262-288. doi.org/10.1006/jvbe.2001.1867
Sermier Dessemontet, R., Morin, D., & Crocker, A. G. (2014). Exploring the relations between in-service training, prior contacts and teachers’ attitudes towards persons with intellectual disability. International Journal of Disability, Development and Education, 61(1), 16-26. doi:10.1080/1034912X.2014.878535
Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and adolescent mental health, 8(2), 84-96. doi:10.1111/1475-3588.00051
Szymanski, E. M., Enright, M., Hershenson, D. B., & Ettinger, J. M. (2003). Career development theories, constructs, and research: Implications for people with disabilities. In E.M. Szymanski & R.M. Parker (Eds.). Work and disability: Issues and strategies in career development and job placement (2nd Ed.) (pp. 91-153). Austin, TX: Pro-ed.
Timmons, J., Podmostko, M., Bremer, C., Lavin, D., & Wills, J. (2005). Career planning begins with assessment: A guide for professionals serving youth with educational & career development challenges (Rev. Ed.). Washington, DC: National Collaborative on Workforce and Disability for Youth, Institute for Educational Leadership.
Walsh, M. P. (2010). Employers' perceptions of transition programming for students with emotional disturbances. Journal of Employment Counseling, 47(3), 123-133. doi: 10.1002/j.2161-1920.2010.tb00097.x