{"id":310,"date":"2023-03-17T12:29:20","date_gmt":"2023-03-17T12:29:20","guid":{"rendered":"https:\/\/learningspaces.dundee.ac.uk\/esw-ijelt\/?p=310"},"modified":"2023-03-17T12:29:20","modified_gmt":"2023-03-17T12:29:20","slug":"latest-article-the-assessment-of-different-types-of-student-work-experience-for-vocational-orientation-from-the-perspective-of-students-with-learning-disabilities","status":"publish","type":"post","link":"https:\/\/sites.dundee.ac.uk\/ijelt\/2023\/03\/17\/latest-article-the-assessment-of-different-types-of-student-work-experience-for-vocational-orientation-from-the-perspective-of-students-with-learning-disabilities\/","title":{"rendered":"Latest article: The Assessment of Different Types of Student Work Experience for Vocational Orientation from the Perspective of Students with Learning Disabilities"},"content":{"rendered":"

Reference<\/strong><\/p>\n

H\u00fcbner, C. (2023). The Assessment of Different Types of Student Work Experience
\nfor Vocational Orientation from the Perspective of Students with Learning
\nDisabilities. International Journal of Educational and Life Transitions, 2(1): 7, pp. 1\u201315.
\nDOI: https:\/\/doi.org\/10.5334\/ijelt.37<\/p>\n

 <\/p>\n

Podcast<\/strong><\/p>\n

You can listen to Dr H\u00fcbner's overview of the study and article here.<\/p>\n\n

\u00a0<\/p>\n

Transcript of the Podcast<\/strong><\/p>\n

My name is Carina H\u00fcbner and the title of my study is The Assessment of Different Types of Student Work Experience for Vocational Orientation from the Perspective of Students with Learning Disabilities<\/em>.<\/p>\n

For students with learning disabilities the transition from school to vocational education is associated with special challenges in Germany. Due to their impairment in various developmental areas, the prerequisites for subsequent vocational training are often not in place.<\/p>\n

In order to give all young people, the same chance to deal with their professional future at an early stage, career guidance programmes have been revised in all federal states in Germany over the last ten years. There are also programmes for students with special educational needs. For example, a distinction is made between three one-day insight days, two- to three-week internships and longer-term work placements.<\/p>\n

But it remains unclear which of the three options are particularly useful from the students’ perspective for their vocational orientation. And it is unclear which persons advise them in their search.<\/p>\n

So the aim of the explorative study is to provide information for the first time about which offers of work experience opportunities are used by students at special schools; how they evaluate the offers at the end of their schooling; and to what extent they use support in their search.<\/p>\n

Students were surveyed at the end of Grade 10 and one year after leaving school.<\/p>\n

The results suggest that students value a variety of practical work experiences and reveal who supported students in their search for work experience positions. In this respect, the findings provide information about how best to accompany students with special needs in school-based vocational orientation.<\/p>\n

 <\/p>\n

Abstract in German<\/strong><\/p>\n

In den letzten Jahren wurden in allen Bundesl\u00e4ndern die Programme zur Berufsorientierung \u00fcberarbeitet. F\u00fcr Sch\u00fcler:innen sind vor allem die Betriebspraktika von Bedeutung, um die berufliche Orientierung fr\u00fchzeitig zu f\u00f6rdern. Zu den Praxiselementen in NRW geh\u00f6ren u.a. die Berufsfelderkundung, die Betriebspraktika und das Langzeitpraktikum f\u00fcr friktionsgef\u00e4hrdete Sch\u00fcler:innen. Unklar ist allerdings, welche Bedeutung die unterschiedlichen Praxiselemente f\u00fcr die Sch\u00fcler:innen haben und wer sie bei der Suche nach einem Praktikumsplatz unterst\u00fctzt.<\/p>\n

Insofern wurden in einer quantitativ-empirischen Studie Sch\u00fcler:innen im sonderp\u00e4dagogischen Schwerpunkt LERNEN an F\u00f6rderschulen in NRW am Ende der Klasse 10 (n<\/em>t1<\/sub> = 201) und ein Jahr nach Schulabschluss (n<\/em>t2<\/sub> = 80) befragt.<\/p>\n

Die Befunde des ersten Messzeitpunktes deuten darauf hin, dass die Sch\u00fcler:innen vor allem eine Vielzahl von praktischen Arbeitserfahrungen sch\u00e4tzen. Unter der Voraussetzung, dass alle Praktikumsangebote wahrgenommen werden, f\u00fchren die Ergebnisse f\u00fcr das Langzeit- und das Betriebspraktikum zu signifikanten Unterschieden zwischen den Geschlechtern. Dar\u00fcber hinaus geben sie Aufschluss dar\u00fcber, wer die Sch\u00fcler:innen bei der Suche nach Praktikumspl\u00e4tzen unterst\u00fctzt hat.<\/p>\n

Insofern liefert die Studie erste Erkenntnisse dr\u00fcber, welche Praktika von den Sch\u00fcler:innen im sonderp\u00e4dagogischen Schwerpunkt LERNEN absolviert und pr\u00e4feriert worden sind und welche M\u00f6glichkeiten der Unterst\u00fctzung sie bei der Rekrutierung der Praktikumspl\u00e4tze in Anspruch genommen haben.<\/p>\n","protected":false},"excerpt":{"rendered":"

Reference H\u00fcbner, C. (2023). The Assessment of Different Types of Student Work Experience for Vocational Orientation from the Perspective of Students with Learning Disabilities. International Journal of Educational and Life Transitions, 2(1): 7, pp. 1\u201315. DOI: https:\/\/doi.org\/10.5334\/ijelt.37   Podcast You can listen to Dr H\u00fcbner's overview of the study and article here. \u00a0 Transcript of […]<\/p>\n","protected":false},"author":1,"featured_media":200,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[43,44,78,87,94,96],"tags":[],"class_list":["post-310","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-learning-difficulties","category-learning-disabilities","category-school-based-internship","category-transition-from-school-to-work","category-vocational-orientation","category-work-experience"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/posts\/310","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/comments?post=310"}],"version-history":[{"count":0,"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/posts\/310\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/media\/200"}],"wp:attachment":[{"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/media?parent=310"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/categories?post=310"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/ijelt\/wp-json\/wp\/v2\/tags?post=310"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}