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KMID : 1001720140240010109
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Journal of Vocational Rehabilitation
2014 Volume.24 No. 1 p.109 ~ p.136
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A Study on Relative Importance of Key Competence Factors for Student with Intellectual Disabilities by Employment Variables
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Lee Yun-Woo
Han Koung-Gun
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Abstract
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The purpose of this research was to seek implementation of vocational educational curriculum for students with intellectual disabilities through the relative importance of key competence"s factors of employment variables of student with intellectual disabilities. To achieve the purpose, this research evaluated key competences for 306 actual workers with intellectual disabilities and measured relative importance of detailed items by employment variables (occupational typesㆍemployment types) through the discriminant analysis. The results of this research are as follows. Firstly, as the result of investigating relative importance of key competence factors by occupational types, there were high influences in order of "conceptual technology", "physical ability" and "sociability ability" for judging manufacture occupational type and service occupational type. There were low discrimination of ‘emotional ability’, ‘daily life performance’ and ‘vocational technology’. And, in results of relative importance by detailed items, "preciseness" item of ‘physical ability’ factor, "health maintenance" item of "daily life performance" factor and all factors of "sociability ability" factor except for "time management" item play an important actions judging manufacture occupational type and service occupational type. However, "emotional ability" factor and ‘occupational technology" factor didn"t show statistical significance of average difference in case of the "occupational technology" factor. As the result of investigating relative importance of key competence factors by employment types, there was high influence in "physical ability" and "conceptual technology" for judging supportive employment and protective employment in case of manufacture occupational type. And, there was low influence in ‘daily life performance’, ‘emotional ability’, ‘sociability ability’ and ‘occupational ability’. And, in case of service occupational type, there was not lots of average differences in all factors of key competences for judging supportive employment and protective employment. In other words, it was statistically insignificant to divide workers with intellectual disabilities in service occupational type into supportive employment and protective employment with average score of key competence factors.
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KEYWORD
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intellectual disabilities, vocational education, key competence
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