Challenges of Learning Disabilities Students toward Career.

Challenges of Learning Disabilities Students toward Career. Norashikin Jasmonª1*, Mohd Mokhtar Taharᵇ. ªSMK Dato’ Abd. Rahman Andak, 86200 Simpang Renggam, Johor, Malaysia ᵇFaculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

Abstract This study aims to identify some of the things in the face and the future career of students in Special Education Learning Difficulties (SELD) who attended high school in the Special Education Program Integration (SELD) after they finish school. The objectives of this study are to identify competition for steady jobs and salary, job skills, job field ex-students with learning disabilities, the support of certain parties and the proposed increase in the field of Special Education. This is a survey using quantitative methods of administering questionnaires to 50 special education teachers who teach in secondary schools in Kluang, Johor. Results of the survey were analysed using Predictive Analytics Software (PASW) Statistics version 18 for frequency, percentage and mean. The findings show former special education students learning problem is difficult to get a steady job, earn low salary, and face competition with people who are not from the flow of Special Education. While employment entered into by the former students show that they are more to be subordinates. To address these matters, the findings also suggested that students with learning disabilities are given due recognition to competencies acquired, working with training centres / vocational to train students in the field of skills as well as their parents and teachers teaching provide encouragement and guidance to the students to participate in the work of skills. Generally, students with learning disabilities and challenges to face competition in the workforce due to lack of specific certificates to be recognized in what they are doing. The former students have little skill in work. To overcome these students have the preparation to overcome these challenges so that, they can compete with others and obtain better employment guarantee their future. Keywords: learning disabilities, career paths, skills

1. Introduction Students with special needs have the right to education. They also have a desire to live and be independent like other people who can support themselves or families, comparable to normal individuals (Lokman et al., 2009). For that, appropriate education should be given to the special needs so that they can live together successfully own and the nation in general. The best education is given to them is related to their daily lives, thus can generate its own economy and society around him (Zainuddin et al., 2006). In addition, the country does not have to bear the burden of too much to support people with disabilities who do not have jobs after they end learning in school. Since they already have certain skills that can guarantee them a better life and can use it to earn an income and earn their living (Abd. Wahid & Rafeizah 2010). International Education Commission Report of the 21st century in the United Nations Educational, Scientific and Cultural Organization (UNESCO) to produce learning should be based on the Four Pillars of Education 'learning to know', 'learning to do', 'learning to live together' and 'learning to be '. In accordance with the four pillars of education, then students with special needs to reason given oriented education and entrepreneurial skills training so that they can learn and discover things around them, doing things related to interpersonal and problem solving skills, learn to live together in society as productive members of society and become responsible citizens. As most of the students with special needs have cognitive intelligence level is relatively low and difficult to understand things related to the concept and abstract (Nurfirdawati et al., 2009) related to the education or skills and hands-on problem solving is a according to their abilities. Hands-on education or skills and problem solving emphasizes the practical and concrete things (Nurfirdawati et al., 2009) and is contained in the form of vocational and technical education. Most students with learning disabilities Special Education Programs Integration (SEPI) following teaching and learning in regular day school difficult to get decent work because they have no recognition of skills, which makes them increasingly marginalized from the labor market (Zainuddin, 2008) compared with students with hearing problems and vision that has recognition from the schools they attend. Only a small number of students with learning disabilities who have a recognition of those who graduate from high school two of Vocational Special Education SMPKV Shah Alam, Selangor and SMPKV Indahpura, Kulai, Johor (Mohd. Sofi et al.2010). Any student who sat the exam and will graduate with Certificate of Vocational Education from the Ministry of Education and the Malaysian Skills Certificate of the Department of Skill Development, Ministry of Human Resources (MLVK 2011). However, students with learning disabilities SEPI not enjoy this recognition unless they sit for the Lower Secondary Assessment (PMR) and Certificate of Education (SPM) only. However, to meet the job market, students with learning disabilities must also have the appropriate competencies. Klein et al. (2004) noted that competence is a set of knowledge, skills and attitudes that are interconnected to enable a person perform activities in relation to a job or job function in accordance with the expected standards. While, Finch and Crunkilton (1999) refer to the assignment of competencies, skills, attitudes, values and appreciation that are considered critical for success

*

Corresponding author. Tel.: +6019-7786937; fax: +607-7556198 E-mail address: [email protected]

Norashikin Jasmon, Mohd Mokhtar Tahar Seminar Internasional Pasca Siswazah Pendidikan Khas UNJ-UKM-UPI Siri 3/2013

in life and / or in employment. To understand the meaning of competence in this study, competencies are the skills and attitudes that should be possessed and practiced by an individual in the performance of duties imposed on him. 2. Statement of the Problem Students with learning disabilities who pursue vocational education during the regular school day less exposed to the skills of work (Peter et al. 2010). Lack of exposure, the level of poor cognitive and less able to adapt to their cause are not absorbed in the world of work (Peter et al. 2010). This causes many of the students with learning disabilities is difficult to penetrate the job market in the area of skills compared to hearing impaired students (Lokman et al., 2009) that much easier to get a job because they have a level of better cognitive and opportunities for further education to the extent that higher than the school. Furthermore, employers are still difficult to accept people with intellectual disabilities, vision and hands impairment as their employee (Mohsin et al., 2010). The objectives of this study are: 1. Identify the competition to get a regular job and salary. 2. Identify job skills among former students with learning disabilities. 3. Identify areas of job among former students with learning disabilities. 4. Identify support from certain quarters to former students with learning disabilities. 5. Identify recommendations for improving the field of Special Education. 3. Design studies Studies conducted using a survey respondent’s questionnaire. Construction of the questionnaire is based on some information in the Tang (2004) and Rozilawati (2005) questionnaire as modified. Measurements used in the questionnaire are based on 5point grading scale. Sample consisted of 50 teachers of Special Education District, Johor teaching in secondary schools in the district. The selection of sample in this study using simple random sampling method. Overall data analysis centred on two parts of the study. The first part is the analysis of the sample demographics. The second part is to achieve the objectives of the research findings are presented. Results were analysed using Predictive Analytics Software (PASW) Statistics Version 18 for frequency (ƒ), per cent (%) and mean. 4. Findings and discussion 4.1 Analysis of demographic Demographic analysis of respondents is shown by Table 1 are related to gender, age and length of time respondents involved with Special Education. Data on the sample can be seen more clearly as follows: Table 1: Distribution of the frequency and percent of total sample demographics ITEM 1)

Gender

2)

Age

3)

Involved with Special Education

Male Female Less than 35 years Over than 35 years Less than 15 years Over than 15 years

(ƒ)

%

9 41 43 7 50 -

18 42 86 14 100 -

4.2 The competition for permanent jobs and salaries To see the results for this first objective, Table 2 describes the results of the analysis of the items 1, 3, 4 and 6. Overall analyses are shown in the table below: Table 2: The competition for permanent jobs and salaries ITEM 1

3

CASES Former SLD from my school ______ to get a permanent job. a. easy b.

quite difficult

c.

difficult

Best of my knowledge, ex-SLD from my school got a 2

SNA

NA

RA

A

SA

MEAN

SP

41 (82%) 44 (88%) 15 (30%)

-

9 (18%) -

-

-

1.36

.776

6 (12%) 16 (32%)

-

1.36

.984

19 (38%)

3.48

1.693

-


ITEM

CASES

SNA

NA

RA

A

SA

MEAN

SP

-

-

15 (30%) -

.818

-

17 (34%) -

3.94

50 (100%) 50 (100%)

18 (36%) -

1.00

.000

-

-

-

-

1.00

.000

41 (82%) 9 (18%)

-

-

-

1.72

1.552

-

9 (18%)

10 (20%)

9 (18%) 22 (44%)

3.72

1.485

13 (26%) 18 (36%) 50 (100%) 41 (82%) 44 (88%)

-

-

1.604

-

3.10

1.631

-

-

18 (36%) 9 (18%) -

3.58

-

19 (38%) 23 (46%) -

1.00

.000

-

-

-

1.72

1.552

-

-

-

9 (18%) 6 (12%)

1.36

.984

_______ salaries. a. low

4

b.

affordable

c.

good

Who is the competitor with the former SLD from my school? a. foreign workers b.

6

Individual non-special Education

What have PMP certificate in recognition of former and eligibility to work. a. School leaving certificate b.

Lower Secondary Assessment (PMR)

c.

Certificate of Education (SPM)

d.

Skills Certificate from the skills centre institute No certificates.

e.

n = 50 SLD-student learning difficulties

Items 1, indicating that most respondents agree on the answer responded difficult to get a permanent job and mean of 3.48 are the highest. While item 3 showed the highest responses get paid low wages with the highest mean of 3.94. This shows that they agree that the former students are getting low wages. Item 4, the mean is 3.72 shows the former students with learning disabilities face competition for jobs with individuals who are not from the flow of special education and less to compete with foreign workers. While on the 6th item, most former students to submit certificates to get a job out of school is 3.58 mean, followed by PMR certificate in 3.10 mean and the lowest mean was in SPM. This suggests that most of the respondents indicated that former students with learning disabilities will provide a quit school certificate and PMR to find a job and very less with SPM certificate to be recognition and acknowledgment of employment. An overall finding of the first objectives of this suggests that the former students with learning disabilities face challenges when entering the job market. This is equivalent to the statement in the study of Morgan & Openshaw (2011), the problems and challenges for students with learning disabilities face after complete school work placement in rural areas. Most respondents agreed that the former students with learning disabilities find it difficult to get a permanent job but also earned low wages. This may be because they do not have specific certificates that can support the skills or abilities their have, this finding is consistent with the statement in a study done by Zainudin (2008). Most of the students with learning disabilities who left school armed only school leaving certificate, the certified PMR little while for parents who are aware of their children's future, will try to put their children to skills training centres so that they are given recognition, but the numbers are quite limited. The findings of this study supported the statement by Lokman et al. (2009) stating the hearing impaired students are more fortunate than students with learning disabilities who have a poor level of cognitive control and difficult for them to par academically. 4.3 Skills work among former students with learning disabilities Analytical results for items 2 and 8 that led to the second objective are shown in the table below: Table 3: Skills work among former students with learning disabilities ITEM 2

CASES

Former SLD from my school _______ work skills. a. have b. less c. no

SNA

NA

RA

A

SA

MEAN

SP

15 (30%) 35 (70%) 50 (100%)

-

17 (34%) -

-

2.74

1.225

-

18 (36%) -

2.20

1.851

-

-

-

15 (30%) -

1.00

.000

3


ITEM 8

CASES

Former SLD from my school with no / low skill work is caused due to _______. a. No specific training. b.

Not taught in schools

c.

Students are not interested in learning the skill. Field skills / vocational limited to special education students. No Special Education teachers who are trained in a certain skill area. Lack of skills training opportunities for students with learning difficulties. Emphasizes learning in school academically.

d.

e.

f.

g.

SNA

NA

RA

A

SA

MEAN

SP

25 (50%) 41 (82%) 32 (64%) 13 (26%)

-

-

1.923

1.36

.776

9 (18%) -

9 (18%) 9 (18%) -

19 (38%) -

2.88

-

6 (12%) -

-

1.54

.787

18 (36%)

19 (38%)

3.60

1.616

6 (12%)

-

-

28 (56%)

16 (32%)

3.96

1.194

7 (14%)

-

9 (18%)

34 (68%)

-

3.40

1.049

22 (44%)

-

-

9 (18%)

19 (38%)

3.06

1.878


Analysis of the data in Table 3 presents the findings of the highest mean of 2.74 on item 2 on the answer former students with learning disabilities have the skills to work. Although the mean shown is quite low, this finding remains to prove that former students with learning disabilities have skills in several areas of life skills subjects or pre-vocational skills leading to work. This item also has a relationship with the 8th item that displays that many of the respondents agreed on the answer no special education teachers trained in a skill area, mean of 3.96, this is the mean of the highest and indicates that special education teachers acknowledge that they are less trained with a skill that can bring their students to the career lead. Followed with a mean of 3.60 for the answer field skills / vocational training to students is limited. This finding supports the areas of skills / vocational limited to students with learning disabilities offered. The overall findings show that former students with learning disabilities have relatively low skills and are in line with studies Lokman et al. (2009). Field skills / vocational training for special education students is limited, this is in line with the statement of Bahagian Pendidikan Khas (2012) which stated there were only 3 vocational schools Special Education in Malaysia. Not many students with learning disabilities are able to enter the school. In SMPK (V) Indah Pura there are 3 categories; vision problems, hearing problems and learning disabilities as well as a bit of SMPK (V) Shah Alam, which educate more students than hearing students with learning disabilities. Similarly, in SMPK (V), Kuantan, there are about 30 students with learning difficulties and hearing (Kuantan SMPKV 2012). Other than, that this finding was further supported by the sample response stating that no special education teachers trained in a skill area, special education teachers should be given hands-on training or skills training and conscious solutions to practical problems and things concrete, this finding is consistent with the view and study by Norfirdawati et al. (2009). Teachers who teach in Special Education Program Integration are the teachers who are not from technical or vocational stream makes them difficult to apply these skills to their students. They provide teaching and learning in the form of pre-vocational and life skills subjects only (Abd. Wahid & Ruslaili 2010). 4.4 Field work former students with learning disabilities To see the results for the third objective, the analysis is shown in the table below: Table 4: Field of former students with learning disabilities work ITEM 5

CASES Common areas of employment entered into by the former SLD from my school is___________ a.

Own business

b.

Family business

c.

Servers store

SNA

NA

RA

A

SA

MEAN

SP

50 (100%) 35 (70%) 7

-

-

-

-

1.00

.000

-

9 (18%) -

6 (12%) 34

-

1.72

1.143

9

3.76

1.187

4

-


d.

Labourers

e.

Wage earners in the private sector

f.

7

f. Wage earners in the government sector Former PMP from my school to get a job in the field of skills such as: a. Landscaping b.

Hotel / hospitality

c.

Cooking / catering / bakery / cuisine

d.

Laundry

e.

Ranching / farming

f.

Agriculture / Supervisor

g.

Business

(14%) 31 (62%) 24 (48%) 41 (82%)

50 (100%) 32 (64%) 22 (44%) 41 (82%) 50 (100%) 40 (80%) 31 (62%)

(68%) 19 (38%) 26 (52%) -

(18%) -

2.14

1.470

-

2.56

1.514

-

1.36

.776

-

-

-

1.00

.000

9 (18%) -

9 (18%) 10 (20%) -

-

1.90

1.249

9 (18%) -

2.50

1.631

1.36

.776

-

-

1.00

.000

10 (20%) 10 (20%)

-

1.60

1.212

-

1.96

1.277

-

-

-

-

-

9 (18%)

9 (18%) -

9 (18%) -

-

-

-

9 (18%)


Item of 5th, the study found that the most common areas of employment entered into by the former student is to be shop steward. This can be seen at 3.76 min findings show that respondents agreed stating the same thing. It is thus likely due, this job field that is easily available and does not require the specific skills. However, the lowest mean is 1.00 on the answer is self. This suggests that the former students with learning disabilities do not choose their own areas of business to earn their living. This may be due to the relatively complex needs to be provided, including capital, interpersonal and intrapersonal skills while doing business. Similarly, the result for the 7th item states that the field of gastronomy shows the highest mean, 2.50. Although not as strong, but it illustrates that this culinary favourite former students to venture may in restaurants, cafes or eateries are close to them. The findings in this objective is in line with studies Zainudin (2008) suggest that students with learning disabilities be provided with training and skills in areas such as carpentry, handicrafts, agriculture, tailoring, launder, automotive, cleaning, hospitality, photocopying skills, entrepreneurship, and beauty treatments. Students are expected to prepare themselves to face the job market and future demand. In addition, the study is in line with the study of Tang (2004), which is normally disabled workers get jobs which do not require specific skills. This demonstrates that important vocational skills taught to students to raise the dignity of individuals with special needs in order to gain recognition commensurate with their abilities and contribute to the country (Hong & Indermit, 2000). 4.5 Support for the former students with learning disabilities. For the fourth objective analysis, the results are shown in Table 5 below: Table 5: Support specific to the former students with learning disabilities. ITEM 9

CASES The parties under the former SLD support to work? a. teacher b.

parents

c.

employer

d.

community

SNA

NA

RA

A

SA

MEAN

SP

-

-

-

.484

9 (18%) 16 (32%) 9 (18%)

-

18 (36%) 9 (18%) -

4.36

-

32 (64%) 32 (64%) 9 (18%) 9 (18%)

3.82

.940

2.22

1.093

-

2.08

1.175

16 (32%) 23 (46%)

9 (18%) 9 (18%)


The finding on the 9th item indicates that respondents said teachers (mean 4.36) and parents (mean 3.82) are the former student support to work. Supports of these are the impetus for students to find a job after finishing school (Lundy et al. 2012). This is so because the teacher and the parents are close to the students and often give their support to find employment upon completion of their schooling (Morgan et al. 2011). What's more, a special education teacher support and 5


engage directly with career transition program for students who are deemed able to work to earn their living in the future. These findings are compatible with the statement of Taylor (2000) which says that the program is transitioning to a career is a series of useful activities to ensure students have the skills, opportunities and support they need to enter the workforce and engage in social activities and so on make decisions about life. 4.6 Recommendations for improving the field of Special Education To see the results for the fifth objective, the overall analysis of the 10 items are shown in the table below: Table 6: The proposal to increase the field of Special Education ITEM 10

CASES To make this PK field can guarantee the future of the former students with learning disabilities a. There should be appropriate skill-based learning to the job market. b. Special education teacher should be trained and qualified to teach hands-on and skills subject. c. Reduce academic learning. Expand teaching and learning in the field of skills. d. Give due recognition to the SLD that can and competent in doing the work skills. e. Cooperate with training centres to train PMP skills and capable in the areas of skills / vocational. f. Provide recognition and certification of skills for students who qualify for proof to get the trust of employers in employment. g. Parents and teachers provide encouragement to students PMP headlong into career field skills.

SNA

NA

RA

A

SA

MEAN

SP

9 (18%) 6 (12%)

-

-

1.477

-

26 (52%) 26 (52%)

3.98

-

15 (30%) 18 (36%)

4.16

1.267

6 (12%) -

-

-

1.267

-

4.70

.462

-

-

-

26 (52%) 35 (70%) 35 (70%)

4.16

-

18 (36%) 15 (30%) 15 (30%)

4.70

.462

7 (14%)

-

-

15 (30%)

28 (36%)

4.14

1.355

-

-

-

15 (30%)

35 (70%)

4.70

.462


Findings on the 10th item displays the highest mean 4.70 on the proposal to give due recognition to students with learning disabilities can and competent in doing the work skills, work with training centres to train students in skills and learning disabilities who are capable in skills / vocational, parents and teachers to provide encouragement to students learning disabilities get involved in skill-based jobs. Even so all suggestions to improve the quality of the students themselves with learning disabilities also displays the mean high and mean that all is in a strong category. Rozilawati (2005) in a similar study emphasizes that students with special needs be educated not only in the field of vocational training, but students should be able to apply other skills that could be a family member who is able to compete, knowledgeable users, can use free time wisely and even be community members who may be referred to. This finding is also consistent with studies Nurfirdawati et al. (2009) which states that education is cantered skills; students will normally be taught in a variety of other skills such as planning, time and labour management, problem solving and entrepreneurship. Similarly, the study of the major tasks of vocational education to people with disabilities is to enable them to acquire skills (Walls & Fullmer, 1997). As such, they have the opportunity to obtain employment or appropriate and meaningful career. This gives them the opportunity to live independently. In Malaysia, there are many skills training centre, by the cooperation between the schools and centres that offer training to students with learning disabilities will be able to open their chance together to acquire knowledge and skills necessary for their future. While the support and encouragement from parents and teachers who help students obtain recognition of students will be able to realize the dream of learning disabilities to obtain employment. This finding coincides with the statement Ysseldyke & Algozzine (2006) who say that important support given to them because parents and teachers are the most convenient to them. 5. Recommendations Forward other proposals to elevate particular field of Special Education students with learning disabilities is to provide learning to students who want to finish school with the appropriate skill-based education to the job market in the area where the student lives. Teachers should be sensitive to carry out a career transition program that students get early exposure and may enter the job market with better prepared and have the right skills. In addition, the school or district education office and the work in the transition program can issue a certificate of recognition to students who can really do the work skills of the student. With these students have the evidence and can demonstrate skills acquired to employers who want to hire them in their choice of occupation. Special education teachers must prepare themselves as accredited assessors and skills in this 6


matter can be done together skills training centres nearby that special education teachers can provide appropriate evaluation to their students in order to bring students with learning disabilities into the workforce with more confident again. Finally, a similar study but from the perspective of parents and employers should be done in order to see the opportunity and strength to be prepared for students with learning disabilities. With this, the special education teachers will be able to learn and prepare their students according to the needs of employers and the current market. 6. Conclusions Overall, there are challenges to be faced by the former students with learning disabilities in the face of the working world. They must be resilient enough to face competition with other workers to obtain jobs that can guarantee their future. As a Special Education teacher to teach and train them a lot of time in school, should be able to prepare students with learning disabilities to face the working world. Similarly, support and encouragement from parents is necessary and highly expected that they are more confident and willing to get a job and wages commensurate with the capacity they have. Of society should be, must provide the necessary support and assistance that these people have no defences and their lives can contribute back to the country and equally able to generate economic self in particular and the country in general. REFERENCES Abd. Wahid Mukhari & Rafiezah Mohd. Zulkifli. (2010). Faktor-faktor yang mempengaruhi pelajar institut kemahiran mara johor bahru memilih latihan vokasional. Johor Bahru: eprints.utm.my Abd. Wahid Mukhari & Ruslaili Md. Amin. (2010). 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Taylor, R. L. (2000). Assessment of exceptional students: educational and psychological procedures 5th ed. Boston: Allyn & Bacon. Ysseldyke, J. E. & Algozzine, B. (2006). Effective instruction for students with special needs: a practical guide for every teacher. California: Corwin Press. Zainudin Hasan, Sanitah Mohd.. Yusof & Sabilah Wahab. (2006). Pengaplikasian kemahiran amali mata pelajaran kemahiran hidup di dalam kehidupan seharian pelajar pendidikan khas bermasalah pembelajaran di tiga buah sekolah di johor bahru, johor. Seminar PTV, Sofitel Resort. Universiti Teknologi Malaysia. Zainudin Mohd. Isa. (2008). Analisis keperluan kurikulum pendidikan vokasional pelajar bermasalah pembelajaran (LD) di malaysia. Tesis PhD. Bangi: Fakulti Pendidikan UKM.

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