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Employment for the Mentally Retarded Persons Graduated from the Special Classes of Junior High Schools

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Bulletin of Educational Psychology, 1983,筒, 125-140. Taiwan Normal University, Taip針, Taiwan, China.

o 125.0

EMPLOYMENT FOR THE MENTALLY RETARDED PERSONS

GR

.AD

UATED FROM THE SPECIAL CLASSES OF

JUNIOR HIGH SCHOOLS

YUNG-HWA CHEN

The purposes of this study are intended to investigate the data of empl-oyment for the M. R persons who have received special education program in Taiwan, R. O. C. Some of the major information concerned are the various kinds of job, wages, yages, years on the jobs, unemployments, and so forth. In addition, the influences of the client's IQ and age to their empl-oyments wi11 also be discussed. The:subjects studied consist of 1227 MR persons who graduated from special c1asses of 47 junior high schools from 1973 to 1982. A simple questionaire is sent to them individually by mai1 or by their teachers. The IQ ranges of the cases is from 32 to 85 with an average of 63, their ages are from 16 to 29 with an average of 19.

Finally, some of the major results and suggestions confronting voca北 ional

education and employment for the MR persons are pr~sented

INTRODUCTION

Successful employment appears to be one of the importent goals for the special education program of the mentally retarded persons. We especially need to be concerned about the question, "How do they work well in community in the Asian countries?" As we know, in the U. S. A. as well as ìn some developed countries, many studies have been made in an attempt to answer this question. But there are few opportunities for ~s to exchange the research data relating to the question within the Asian countries.

As pointed out by some scholars, the successful employment of the mentally retarded is contingent upon several factors. Those factors are: (1) the personal characteristics of the retarded; (2) the existing job market in the community; (3) the job-seeking skilIs for the retarded to survive in the occupational society;

(4) the attitudes of the employers towards hiring the retarded persons; (5) the family's attitude and support; (6) the financial condition of the retarded's family; (7) the ability of school or community agencies to offer meaningful services for the retarded; and (8) the legal mandates affecting the vocational training and placement for the retarded persons. (Brolin, 1976)

Frequently in investigating the factors relating to the successful

employ-me肘, much research emphasis has b~en sìmply placed upon one or two variables, such as characteristics of the mentally retarded (Sali & Amir, 1971), or the employers' attitudes towards the mentally retarded (Gruenhagen, 1932, Steinmiller

*

This paper was presented a3 one of the five keynote speeches at the 6th Asian Con-ference Oll M~ntal Handicap, h~ld in Jakar峙, Indonesia. November 6-11, 1983.

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• 126 • 教育心理學報

& Retish, 1980). It is interesting to note that most of the obtained differences resulted from comparisons made by different emphasis or different population. It seems reasonable to say that the problem of the successful employment for the mentally retarded persons should be discussed on the bases of regional characteristics and needs, particularly on economic developing status. As Clark (1973) indicated that if there are no choices in avaiIable jobs, or even no jobs for the retarded persons, little can be achieved in vocational rehabi1itation according to the traditional model. In other words, the changing economic conditions of a region as well 'as a nation greatly affect the retarded workers as they do al1 others. In good times, the demand for labor in an economic developing country is high and there may be many jobs for the retarded per-sons. On the other hand, in bad time or in an economic undeveloped country where unemployment is general, the mentally retarded persons may lose jobs easiIy.

If we neglect the fact that the economic developing conditions of the most Asian countries generally show poorer than those of the developed countries, it would be less advantageous to apply the research data obtained from the developed countries to make a resolution of our problems. Their ideas and achievements seem far away from those of the most Asian countries.

From what 1 have mentioned above, the purpose of this paper is not to introduce the current status or research data of the employment for the mentaIly retarded in the developed countries. But it is to investigate the status of employment for the mentally retarded persons who have received the special education program in Taiwan, Republic of China. Some of the major information concerned are the various kinds of jobs, wages, years on the jobs, adaptation, unemployments, and so forth. In addition, the inf1uences of the clients' IQ and age to their employments, and some of the issues are also discussed. The reasons for this are two-fold: First, Taiwan economic development has been praised as a model for developing nations in which various kinds of jobs are available to the mentaIly retarded. Besides, some of the problems or factors affecting the employments of the retarded persons, which we are facing today, would also be faced in most of the Asian countries in the near future. Second,

some of the trends or efforts which have been made in Taiwan, Rep!lblic of

C

METHOD

SUBJECTS

In order to restrÏct the scope of this study to a manageable project size, only one type of graduates of special education program was .selected as the

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台灣地區園中益智班畢業生就業狀況研究 • 127 • subjects. Ac.cording to a pilot survey. there were about 2.670 mental1y retarded students graduated from the special c1asses of 47 junior high schools from 1973 to 1982 in Taiwan, R. O. C. After contacting with the teachers of the special c1asses, a list of the names and addresses of 2.250 retarded students was com-pleted for the purpose of this study. About 420 retarded students who did not take any contact with the schools since their graduation were exc1uded. A simple questionnaire was then sent to 2.250 retarded students individual1y by mail or through their teachers. There were only 1.227 cases (55好) who completed the questionnaire and returned them. The IQ range of 1227 cases was from 32 to 85 with an average of 63. Their ages were from sixteen to twenty-nine with an average of nineteen. The sample characteristics for the subjects are presented in Table 1.

TABLE 1: SAMPLE CHARACTERISTICS CHARACTERISTIC SEX Male Female IQ Above 83 68-83 52-67 36-51 Below 36 AGES (YEARS) Above 28 26-28 23-25 20-22 17-19 Below 17 N

%

(1227) 589 48 638 52 (1227) 38 3.1 496 40.4 446 36.4 215 17.5 32 2.6 (1227) 5 0.4 33 2.7 192 15.7 324 26.4 621 50.6 52 4.2 CHARACTERISTIC N % GRADUATE YEAR (1227) 1982 1981 1980 1979 1978 1977 1976 1975 1974 1973 EMPLOYMENT Employed (N ow) Employed (Before) Unemployed 、‘', 7652243936 訂 359 tuqbqLqd14 呵,呵 dAazb'iqrH 悶。 A 且zqrH obo-9 自 14 ,114 月 toh9 自 ',、、 21.8 18.4 18.3 10.8 9.1 6.0 6.0 4.0 4.3 1.3 61.4 20.0 18.6 QUESTIONN AIRE

A multiple-choice type questionnaire was designed to obtain the possible information relating to the employment of the retarded persons. The question-naire inc1udes ten questions and their responses.

(1) Do you have a job now?

(2) If you have a job now, what kind of job do you have? (3) How much do you get per month?

(4) Do you like your job?

(5) How many years have you had this job?

(6) How many times have you changed your jobs after leaving the junior high school?

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• 128 • 教育心理學報

(8) Did you have further schooling after graduation from junior high schoòl? (9) Did you get any help from the junior high school program for your

vocational preparation?

(10) Do you still miss your school life?

All questions and responses were very carefully worded by using the simplest Chinese sentenses and avoiding any labeling. It also was tried out in preliminary form with a small group of retarded students to make sure that any ambiguities were eliminated.

Other background data of each subject, such as I. Q., age, sex, and year of graduation were directly copied from the school records.

PROCEDURE

In the first step, the graduate records of MR special classes of junior high schools in Taiwan, R. O. C. were employed to identify the retarded subjects for the study. From 1973 to 1982, there are about 2,670 mentally retarded students graduated from 47 junior high schools, in which the MR special class programs are developed. A survey form and a letter were then sent to each of the master teachers of that special class program for asking help. The survey form included space for name of the retarded, sex, address, birthdate, 1. Q. level and the date of graduation of MR special education program.

Second step, a final list of subject's name was conducted in April, 1983 for the purpose of sending the questionnaire. Since there were about 420 retarded cases missing address or I.Q. data, only 2,250 cases were named in the final list. Third step, a formal questionnaire was developed, and sent to 2,250 cases indiviouálly by mai1 during April to May, 1983. At first, only 550 cases among them completed the questionnaire and returned it to the researcher.

Fourth step, a further req1.lest for sending back the fulfilled questionnaire was proceeded by a letter or telephone to the cases who had not returned the questionnaire. Some of the special class teachers were involved to contact with those cases. There were about 670 cases returned the questionnaire during June to July, 1983.

Fifth step, the data of 1227 cases were processed by SPSS Batch System for statistical analysis. This step was completed before september 15, 1983.

Finally, 56 employers were randomly selected to survey the positive and negative qualities of their mentally retarded employees. The coordinator of this survey project, as interviewer, visited each of 56 employers. The interviewer presented eight questions to the employer separately.

RESULTS AND DISCUSSION 1. THE MAJOR KINDS OF JOBS

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• 129 •

mentally retarded persons. Most of the jobs are simiIar to those jobs reported by the U. S. CiviI Service Commission. There were about 5

,

784 retarded persons employed in ~6 different federal government job title areas in mid-1969.

(Pre-side肘's Committee on Mental Retardation

,

1969)

台灣地區國中益智班主農業生鼓樂狀況研究

TABLE 2

THE MAJOR JOBS AND W AGES HELD BY THE RETARDED PERSONS WAGES (US8)* MEAN MIN. MAX. 164 75 250 147 75 450 166 75 3ω 172 100 250 182 80 275 191 、 75 350、 178 75 350 150 75 275 218 1∞ 500 231 105 500 MALE FEMALE 23 ‘ 108 33 1 9 24 11 19 1 28 8 20 24 3 8 16 22 . 0 16 5 NUMBERS TOTAL workers 131 34. 33 30 29 28 27 24 22 21 OCCUPATIONS 1. Electronic assembly 2. Garageman 3. Sales clerks

4. Sales (Small business) 5. Sewing machihe' operators 6. Waitress & Waitets 7. Printing plant workers 8. Qffice girls & boys 9. Carpenters 10. Business cIerks 375 250 鈞。 500. 225 500 300 5∞ 500 325 75 75 、 130 75 75 80. 200 75 125 2泊 193 135 229 ‘199 157 242 250 274 234 271 a 且 τnHUAU 可iAυnLa 壘, inHdnυ 啥 EA--44EA 唔, •• 旬,可 AQυGU 月 iqd 旬, nu9HAυ 咱 EA 唔,且也唔, -h 唔, 4 14QdQU 弓,呵 dmbτi'iTAnu 白。 14 ,BA--141A1414i 啥 i 11. Shoemakers 12. Hairdressers 13. Turners 14. Paìnt workers 15. Packers 16. Cooks 17. Store keeper 18. Blacksmiths 19. Playground attendants 20. Bus girls hυAU 同情 UAURUmhυqunυHHU 月 u nu 同 U 月 dAV 旬, 9u 月 tnv 月 tqhH MhdqbqdqL 呵。“ L 可 iHOqonL 5505858558 7757377778 唔, 4 旬, •• , .. -187 214 210 、 164 208 133. 116 228. 187 169 RunHunLn6nyhu'iAAτnυnu mhu 唔 i 月 i1AAUhwu 月 tquauzu nununynvnvnyo0 月,'"。 n0 ,i

21. Plastic plant workers 22. Cotton spinners 23. Welders 24. Tailors 25. Money counters 26. Motor-cycle repairmen 27. Goldsmiths 28. Clerk-receptionists ‘ 29. Plumbers 30. Porters 2招 375 188 5∞ 375 150 250 220 250 500 75 75 125 113 75 100 75 75 125 250 165 128 170 282 230 122 124 169 198 375、 6550025000 ooo5530544 6555555544 31. Nurse's aides 32. Typists

33. Camera accessory makers 34. Alúminum window repairmen 35. Artisan

泊 .W前ch

&

cIock repairer

37. Wéavers 38. Electrician

39. 品{ason

40. Taxi drivers

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• 130 • 敢有治理學!報

Forty kinds of jobs, which are held by at least four retarded persons are listed in Table 2. There are 131 electronic assembly workers (108 females), 34 garagemen (33 males)

,

33 sales clerks (24 females)

,

30 sales of sma11 business (19 females)

,

29 sewing machine operators (28 females)

,

28 waitress & waiters (20 female), z7 printing plant workers (24 males), 24 office gir1s & boys (16 females),

22 carpenters (a11 males), 21 business c1erks (16 males), 21 shoemakers (14 females),

19 hairdressers (18 females), 18 turners (a11 males), 17 paint workers (16 males),

17 packers (10 females)

,

and 15 cooks (13 makes) and so forth.

In order to catch a glimpse of the type of employment, 85 jobs are roughly subdivided to eight occupational groups as shown in Table 3. The datd display that by far a great number of the retarded persons employed are placed in assembly 1ine jobs (25.4好), service jobs (17.4好), and common labor jobs(15.5佑).

In other words, of these unski1led and semiskiIled jobs probably more than half are within the abi1ity of mental1y retarded workers. It seems a general tendency that would reoccur in the economic developing countries.

Phelps (1983)

,

the president of the Special Needs Division of the American Vocational Association

,

emphasized that throughout the late 1970's and in the first couple of years of this decade

,

we have seen some increases in employment per se in the rate and type of employment that the mentaIly retarded persons obtained in competitive work settings. But unfortunately

,

we continue to see many handicapped individuals tracked into more traditional occupations such as food services and custodial services.

TABLE 3

THE EMPLOYEES AND THEIR WAGES OF THE MAJOR OCCUPATIONAL GROUPS

W

ð.

GES (U~permonth)

OCCUPATIONAL GROUPS N 佑 MEAN SD MAX

Clerical Occupation 18 1.8 1的 68 375 Sales 57 5.7 234 122 5ω

Agricultural and Fishery 5 0.5 341 137 5ω

Service 174 17.4 178 62 375 Assembly OLpienre a Jobs 253 25.4 172 52 450 Machine ~ Operator 49 4.9 186 85 4切

Laborer 155 15.5 198 112 5ω

Others 287 28.8 171 77 5ω

TOTAL 998 100 178 82 500

2. PERCENTAGES OF EMPLOYMENT IN THE DIFFERENT GRADUATE YEARS The results

,

found in Table 4

,

show the differences amongthe percentage of employment in the graduate years. There are 753 retarded persons (61.496) employed; 245 (20%) cases were employed before, but now unemployed; and 229 cases (18.6%) have never got any job since their graduation from junior high 5chooI. In the 753 cases of the employed; 51.3 percent were females, and 48

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台灣地區園中建智程專業生說笑狀況研究 • 131 •

percent males. It is apparent that a marked increase in graduate years great1y increases in the percentages of the unemployed either for male group or female group.

TABLE 4.

PERCENTAGES OF EMPLOYMENT IN THE DIFFERENT GRADUATE YEARS

GRADUATE MALE YEARS E E-B UNE R-T E 1973 izj

64

7 36 4 。O 11 也2 1974 ((9N6>) 18 5 3 26 18 69 19 12 67 1975 izj 21 81 11 3 2 8 26 12 52 1976 izj 24 9 2 話 26 68 26 6 68 1977 ((N56) ) 15 20 4 39 14 39 51 10 40 1978 izj 22 27 5 54 42 41 50 10 73 1979

iN5的

) 37 56 22 33 11 7 66 50 76 1980 i9N6) > 63 64 17 17 19 19 的 86 68 1981 i5N6) > 74 66 14 12 25 22 113 69 61 1982 i%N) > 55 66 18 15 36 30 120 87 59 COLUMN ((N) > 347 139 103 589 406 TOTAL (% 59 24 17 100 63 E: Employed

,

E-B: Employed Before. UNE: Unemployed

,

R-T: Row Total 3. THE W AGES IN THE DIFFERENT JOB3

FEMALE MALE & FEMALE E-B UNE R-T E E-B UNE R可T

3 5 9 7

o

16 60

o

44 。(1. 3) 6 3 27 36 11 6 53 22 11 68 21 11 (4.3) 8 3 23 33 11 5 49 35 13 67 23 10 (4.0) 9 3 泊 50 18 5 73 24 8 68 25 7 (5.9) 10 11 35 29 30 15 74 29 31 39 41 20 (6.0) 6 10 58 64 33 15 112 10 17 57 30 13 (9.1) 6 10 66 87 28 17 132 9 15 66 21 13 (10.8) 22 18 126 149 39 37 225 18 14 66 17 16 (18.3) 21 23 113 143 35 48 226 19 20 63 16 21 (18.4) 15 45 147 153 33 81 267 10 31 57 12 30 (21.8) 106 126 638 753 245 229 1227 17 20 lω 61 20 19 100

The average amount of the wages in regards to each of the major jobs are also r~ported ìn Table 2. The total employee:s' wage:s range fro.u U5$75 to U5 $ 50;) per month with an average of U5$178. Twelve kinds of jobs with the highest

wages are listed below:

(1) Taxi driver (US3375).

(2) Aluminum window repairman (US3282). (3) Bus gir1 (US3277).

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• 132 •

(4) Blacksmith (U58274). { 5) Store keeper {U S8泊的.

(6) Cook (U58242).

教育心理學報

(7) Ushere & playground attendant (U58234). ( 8) Business c1erk (U58231).

( 9) Artisan (U5823O). (10) Turner (U58229).

(11) Clerk-receptionist (U5$228). (12) Carpenter (U58218).

The average amoul1t of the wages according to occu'pational groùps are also presented in Table 3. It is interes,dng to nòte thàt most of the group wages

are near to U58200, but there are two exceptions-sales and the ag.ricultural and fishery 'groups obtain high哩:,rw l!ges.

4. TBE W AGES BY THE DIFFERENT YEAR'S ON THE JOB:

For analysis purpose, the. years on the job are subdivided into six groups. About 40 percent of the employed cases-. have held a job for nearly one-year, 27 percent for two years, 15 percent for three years, and only 18~ percent for over three years.

The average wages of the six groups are r~eported in Table 5. It is apparent that a marked increase in years on the job greatly increases the amount of the group wage. While the group wage of "one-year on the job" group is only U58158, the group wage of "above 5 years on the job" group increases to U58262 (5ee Figure 1). ( .<:

....

E 275 250 225 Ezω

a

岔 175 ::::l 的 也 150 d 3:: 125 100 75 MAlE~ FIõMALE C二二:::::J T O T A l _ Below 35 鈞一 51 52-67 lQ groups 275 250 ,一 225 200 175 自 .,、 150 、 125 100 75 68~83 Above 84

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台灣地區園中室主智班畢業生就業狀況研究 • 133 •

TABLE 5

THE W AGES OF THE EMPLOYED CASES IN THE DIFFERENT YEARS ON THE JOB W AGES (USS per month)

YEARS ON THE JOB N 佑 MEAN SD

1 Year 378 39.6 158.1 66.9 2 Years 258 27.0 171.1 66.1 3 Years 145 15.2 196.1 93.2 4 Years 84 8.8 208.4 92.1 5 Years 34 3.6 228.6 92.3 Above 5 Years 55 5.8 262.0 116.0 TOTAL 954 100.0

5. THE

W

AGES AND YEARS ON THE JOB BY DIFFERENT SEX ANÐ IQ GROUPS As mentioned above, the retarded persons can earn their livings. in hundreds of different ways, and the possìble ways vary greatly according to dìfferent variables. Table 6 gives some comparative data in terms of the wages, years on the job, sex and IQ level. It is c1ear that the group wìth a higher IQ level get higher wages (See Figure 2), and also longer years on the job. As predìcted, the correlation between IQlevel and wages is statistìcally significant. (N=954, r=

.2∞4, p<.01). Talking about the sex difference, the wages and the years on the job are slight1y higher for male group.

TABLE6

THE W AGES AND YEARS ON THE JOB IN DIFFERENT SEX AND IQ GROUPS (USW$pAeGr EmS onth> YEARS ON JOB

SEX IQ N MEAN SD MEAN SD Below 35 4 93.7 103.4 2.000 0.816 品-51 75 153.4 84.5 2.213 1.499 Male 5268-83 -67 177 196 206.2 178.5 1188.0 1.1 2.243 2.449 1.1.431 530 Above 83 17 259.6 l招 .1 2.647 1.835 (Sum) (469) Below 35 5 83.9 33.5 1.800 0.837 羽毛1 53 149.8 52.1 1.887 1.204 Female 5268-83 -67 186 225 174.8 179.0 58.8 58.6 2.210 2.213 1.1.446 353 Above 84 16 161.4 18.1 2.250 1.653 (Sum) (485) Below 35 9 88.3 62.4 1.889 0.782 站-51 128 151.9 72.3 2.078 1.403 Total 52-G7 68-83 363 421 167.0 191.4 74.2 87.6 2.226 2. 招3 1.1.437 441 Above 84 33 208.9 107.5 2.455 1.734 (Sum) (954)

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171 報 248 學 理 Jt} 有 教 l~ Wag閱 (US紛| 250 正= c o E li> 200 c. 話 175 2 225 • 134 • .3 3.6

i _

Years on the job

I

150 3 2 4 ωE 〈山〉 ωZ 〈山三 1 Above 28

Figure 2: The wages in different sex and IQ groups 26-28 . 23-25 AGES 20-22 17-19 Below 17

THE W AGES AND YEARS ON THE JOB IN THE DIFFERENT AGE GROUPS: As shown in the data of Table 7, the average wages for the different age groups are gradually increased from USS150.7 (below 17 year old group) to USS248.7 (26-28 year old group). It seems reasonable to say t宜at the older group would get higher wages, and also longer years on the job. But there is one exception in the "above 28 year old group" which contains four cases only (See Figure 3).

6.

TABLE 7

THE W AGES AND YEARS ON THE JOB IN THE DIFFERENT AGE GROUPS Ye_ars on the job

-965990 、.,一 qun6AqnkUAWURU

S-oo--lo

Mean 1.189 1.72 2.73 3.29 3.59 2.25 SD 57.5 60.6 90.1 108.6 135.8 63.2 Wage_s(USS) Mean 150.7 163.7 191.4 218. 。 248.7 171.8 % 3.9 50.8 26. 。 16.6 2.3 0.4 Cases N 37 485 248 158 22 4 Ages(yrs) Below 17 17-19 20-22 23-25 26-28 Above 28 954 Total

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• 135 . (ZVE 。 E 』也 a 掛ω2) 的凶。〈〉〉 台灣地區閩中益智班畢樂生就業狀況研究 、', hH -MS AM 自 uw m 的 W 吋 nu wd 鴿 R UIa-aE •• 可﹒'‘ aunM au-auw nH 明u hM-Mm 岫們 hr

﹒口

ω 凶 ω 〈 OLOωUO 〈← Z 山 OE 凶& 5yrs YEARS ON THE JOB

Figure 3: The wages and years on the job in the different age groups THE TIMES OF CHANGING JOBS IN THE DIFFERENT IQ GROUPS:

Employee turnover ìs one of the major problems in the general workers as weIl as ìn the mentaIly retarded workers. As we know, a reduction in turnover leads to a more stable and more productive W ork force.

According to the data presented in Table 8, as a total group, there are 393 cases (41.2%) stayìng on the same job without any change, 215 cases (22.5%) have changed jobs once, 144 cases (15.1%) twice, 113 cases (11.8%) three times, and 89 cases (9.3%) four times or more.

It is also apparent that the times of changing job are significantly different among the different IQ groups (N 口 954, X2=8.8508, df= 時, p<.Ol).

TABLE 8

THE TIMES OF CHANGING JOB IN THE DIFFERENT IQ GROUPS above 5yrs 4yrs 3yrs 2yrs 1 yr 7.

TIMES OF CHANGING JOBS

None One Two Three Four or more

Below 36((NF6) ) 5

2 2

9 55.6 O 22.2 22.2 O 100 36-51 ((FNE) ) 48 37.5 32 25.0 20 15.6 10.9 14 10.9 14 100 128 52--67 ((FNE) ) 151 41.6 85 23.4 54 14.9 11.6 42 31 8.5 100 品3 68-83((5N5) ) 177 92 60 51 41 421 42.0 21.9 14.3 12.1 9.7 100 12 6 8 4 3 33 36.4 18.2 24.2 12.1 9.1 100 TOTAL ((N姑)) 393 215 144 113 89 954 41.2 22.5 15.1 11.8 9.3 100 p<.OI df=16 χ2=8. 筋。8 N=954

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• 136 • 最t 會

8. MAJOR REASONS OF UNEM;PLOYMBN'P:

學報

As alheady indicated the successful employm已nt of the mentaIIy r~tarded is contingent upon several factors. According to th\s _survey, there are 4r4 c3.ses of

unemploy~d who responded to question 7 "If you did not get any job, che~k the

major reasons." There are 135 cases(28.5%) responding for a worsening condition in the client's heaIth,132 cases (27.9%) for the poor job-seeking skil1,

;n

cases (6.596) for the incompetence of job skilI, 21 cases (4.4%) for, too Iow wages, 86

cases (18.1%) for attending vocationaI school or senior high schooI, arid 61 cases (12.9%) in military service. More detaì!ed data are presented in Table 9.

The major reasons of unemployment are significantly different a~ol!g the IQ gro1:lPs (N =474, χ2=143.29, df=24, p<'OOl). For example, of the IQ below 36 group, the major reason of unemployment is a worsening oondition in the cIient's health (76%), but of the IQ over 83 group, the major reason is entering miIitary service (67%) and further schooling (33%).

TABLE 9

MAJOR REASONS OF UNEMPLOYMENT FOR THE DIFFERENT IQ GROUPS

IQ GROUPS 1 ←一一一一 (1)

MAJOR REASONS OF UNEMPLOYMENT

Below 36 36-51 52-67 68-83 Over 83

TOTAL N=474 2 8 38 36.5 51 30.7 41 24.1 O O 132 27.9 χ2=143.2941 (2) 19 76 50 48.1 38 22.8 28 16.4 O O 135 28.5 (3) 3 12 11 10.6 5 3.0 12 7 O O 31 6.5 df=24

Remark: (1): Poor job-seeking skiIIs.

(4) 1 4 2 1.9 6 3.6 12 7 O O 21 4.4

P<.OI

(5)

o

O O O 36 21.6 47 27.6 3 33 86 18.1 (6)

o

o

3 2.9, 28 16.8 24 14.1 6 67 61 12.9

(2): Worsening condition in the cIient's health. (3): lncompetence of job skill

(4): Too Iow wages. (5): Further schooIing (6): ln military service. Others.

o

O

O 2 1.2 6 3.5 O O 8 1.

7

Total 25 104 166 170 9 474 (100)

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台灣地區揭中金智雄E畢業生就講狀況研究 • 137"

9. THE RETARDED PERSON'S RESPONSF;S TOWARDS TBE JUNIOR HIGH-SCHOOL PROGR:AM.

Talking about the feeling towards the 1ihree-years junior high school pro-gram, 537 mentally retarded persons (~96) express -much satisfaction to that

period of life, 619 cases (50.4只5) are slightly satisfied, and only 71 cases (5.896) show a negative aUitude to it. But, on the other hand, there are only 291 cases (2396) responding that three-year junior high school is very helpful to their job placement, 723 cases (58.996) show slightly helpful, 204 cases 06.696) show no help, and 9 cases (0.796) even show that the program is harmful.

With regard to these negative responses, we need to maj{e more effort to evaluate our special classes program in Taiwan, as well .as in the other countreis. Gruenhagen (1982) conducted a survey of the literatur-e and indiçated that in spite of 訓1 the speci~l .school programs for the me~tally retarded studepts

,

few graduates are achieving $uccessful ep1P10 Y1l1-e.nt.

Due to our special need鳥, some of the exceUent vocational education pro-grams that have been developed for educable mentally retarded students at the high school leveJ must be adapted to include trainable mentally retarded students. According to an educational report by the Bureau of Taipei Municipal Government, the selected vocational education programs for the slow learner as well as for the retarded student of junior high 一 school Ievel are operating throughout the 19 junior high schools during 1983 school year. Some of the Specific Practical ski11 Training Programs that the mentally retarded students

are participating in、 are as follows:

1) Sewing 2) Cooking (Chinese style and western style)

的 Baking 4) Typing (Chi-neseand English)

5) Carpentery 7) Pottery

6) Printing plant work 8) Electronic assemb1ing

9) Plumbing 10) Electric equipment repairing

The total budget for the!whole trainingprogram is US6 92,1>00. There are 863

students who participated during one year period. Each week take 6-8 hoUÌ's work.

10. EMPLOYER'S RESPONSES TOWARDS THE MENTALLY RETARDED-EMPLOYEES.

Mrs. Lin a coordinator of this project, visited 56 employers to survey their attitude toward hiring the mentally retarded persons, and also to identify the positive and negative qualities of their mentally retarded employees. Some of the major findings are presented briefly as follows:

1) About 64 percent of the employers noted that the retarded employees were competent to do the work; Only 9 percent of the employers stated thát the employees were incompetent to do the work assigned.

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• 138 • 教育心理學報

yers (32%) pointed out that retarded employees worked hard

,

only one employer

(2%) stated the retarded employee was very Iazy; ~ employers (66.0%) found the retarded employees worked wel1.

3) A bout 39 percent of the employers responded that the employed retarded never asked for leave of absence; 55 percent showed the retarded employer asked for leave of absence occasional1y; only 2 percent stated the retarded employer asked for leave of absence reqularly.

4) About 23 percent of the employers stated that the employed retarded persons interacted appropriately with their co-workers; 69 percent showed no particular opinion; and only 2 percent of the employers showed they were not interacting appropriately with co--workers while on the job.

5) About 32 percent of the employers hired the retarded person through the introduction of reIatives or friends of the retardeds; another 23 percent were introduced by their parents; 23 percent applied for the job themselves; only 2 percent got the help from schools or employment agencies.

Another survey interviewing the 211 employed retarded persons got quite simiIar result. There were only 3 percent of the employed retarded who had help from school teachers or employment agencies to get jobs; 40 percent of the employees were assisted in job finding by their relatives or friends; 25 percent depended on their own efforts; 22 percent were assisted by their parents to get a job.

CONCLUSIONS AND SUGGESTIONS

This survey raises far more questions than it answers. Before a definitive answer can be made, some of the following defects must be remedied as much as possible. 'l'he author did not inquire as to the parents' attitude towards the employment of their retarded chi1dren. No attempt was made to inquire into the existing job market for the mentally retarded. There was no effort to investigate the ability of school or community agencies to offer meaningful services in terms of the vocational trianing and job placement for the mentally retarded. Furthermore

,

the subjects were limited to the 1

,

227 graduates of the special classes of the junior high schools.

Some of the meaningful conclusions from this survey are:

1) A considerable number of the retarded persons are employed in hundreds of jobs.

2) Some of the employed retarded persons are quite competent in their jobs and are making valuable contributions to the working society.

的 Their wages range from USS 90 to 500 per month with an average of US$

180, while the nation-wide average of wage of the production workers is about USS 200 per month.

(15)

台灣地區圓申君主智班畢業生兢業缺說研究 • 139 •

without any change, and only three percent strongly dislike their jobs. 5) About one-fourth of this cases respond that the three-year special education

program at junior high school is very helpful for their job placement, but there are only eight percent of the employed subjects who obtain help from their schools or employment agencies to get a job.

Some of the major issues and suggestions confronting vocational education and employment for the mentally retarded persons are stated as follows:

First, we must make further effort to develop the fields of employment for the mentally retarded persons. The resu1ts of this survey show that there are some increases in employment in terms of the rate and the type for the re-tarded persons. There are two definite trends toward the service jobs (such as food service) and the light factory works (such as electronic assembly work). Mostly the jobs are probably within the ability of the retarded workers.

Second, we must continue to expand the school and community integration of the mentally retarded persons. Some of the excellent vocational education programs that have been developed for MER child as well as for TMR children at the high school level, must be extended to include a g'reater number of employment opportunity. Vocational training must be directed toward these jobs as much as possible. In addition, the actual job requirement must be used to bui1d a school curriculum for the retarded chi1dren. A similar type of sheltered training program, in which piece work of various kinds is sent to the special classes by local industries, will be found practical. Sometimes a group of the retarded persons will be trained as a team either to manage a restaurant or to clean an apartment house. On-the-job training has also been found to be the best means of entering retarded persons in employment.

Third, poor job-seeking skills and the worsening condition in client's hea1th are two of the critical factors affecting the employment of the mentally re-tarded persons in this study. The job-seeking skills include knowing where and how to find job Ieads

,

how to make appointment

,

how to fill out an appIication form

,

and how to perform actual interview behaviors. De~elopment of these skills would be one of the responsibilities of special education teachers as well as vocational counselors.

Fourth, we must emphasize interagency cooperation for delivering effective and benef

(16)

• 1M) • 歇會 Jt.~ ~草草學報

vocational education for the retarded persons. The emphasis must be given to appropria:tely influencing and shaping Central and local agency policy decisions and funding levels. What will be accomplished depends heavily on the professional personnel as well as political expertise in serving the retarded persons.

REFERENCES

Brickey, M.

&

Campbell, K, Fast food employment for moderately and mildly mentally retarded adults,: The McDonald's Project. Mental Retardation, 1981,

19, No. 3 113-116..

Brolin, D.E. Vocational Prφaration

01

Retarded Citizens. Ohio: Charles E. Merrill. 1976. Clark, A. T. No "open sesames" in rural rehabilitation. Rehαbilitation Literature,

1973, 34. 207-209,

Gruenhagen, K.A. Attitudes of fast food restaurant managers towards hiring the mentally retarded: A Survey. Career Deve1o.ρment for Exce.ρaional lndividuals,

1982 5, 98-105.

Ministry of 'Education. Educational Statistics

01

the R吵的 /ic

01

China, 1982.

President's Committee on Mental' Retardation. These Two Must Be Equal: America's Nee.ds in Habi1itation and Employment of the Mentally Retarded,

Washington, D.C: U.S Government Printing Office, 1969.

Sali, ]., & Amir, M. Personal factors influencing the' retarded person's success at work: A report. from lsrael. American Jaurnal

01

Mental Delicien旬, 1971, 76,

42-47.

Steinmiller,缸, & Retish, P. The employer's role in the transition from school to work. Career Develoþment lor Exceptional lndividuals, 1980, 3, 87-91.

Stewa肘, D. M. Survey of community attitudes toward hiring the handicapped.

Mental Retardation, 1977, 15, 30-31

Phelps, L. A. Improving vocational education for. mentally r,etarded persons:

Education and Training

01

the Mentally Retarded. 1983, 18, No.J. Feb.

Tobias,

J.

Vocational adjustment ,Of young retarded adults. Mental Retardation,

(17)

國立蓋灣師能夫學教育心理學系 教育心理學報,民,72 , 16路, 125-140頁 .'141' .'

台灣地區國中鑫智班畢業生就業股況研究

球發華 本研究旨在探討,近十年來臺灣地區國民中學益智班畢業生的就業狀況,包括其兢業率 、就業種類、平均薪金、服務年資、改換工作次數、失業原因,以及顧主的反應等等。閑時 ,進一步分析受試者的智力、年齡,以及性別等因素與兢業後的薪金、職業種類以及工作年 資等因素的關係。最後就加強亞洲地區智能不足者的說業輔導工作提出建議。 調查樣本為臺灣地區47所園中金智班的畢業生〈智能不足學生〉。根據初步調奎,自民 國六十二年六月(第一屆畢業)至七十一年六月,畫灣地區圈中益智班有2670人畢業生。七 十一年十二月,經初步與各國中益智班負責老師達繫並查詢歷屆學生資料後,僅得悉2250人 畢業生的名單及通訊處。於七十三年五月中旬以此一樣本為調查對象,個別寄發一份「園中 畢業生就業狀況調查表J)避兔使用智能木足學生或益智班等字樣〉。一個月後,僅收罔557 份填妥的調查表,故再度請托各校有關老師競自打電話或做家庭訪問催擻,結果陸續收罔 670 份調查表。兩項合計始有 1227人受試寄罔調查表,其間收率僅為55% '但已屬難能可貴 。在1227人受試中,男 589人。8%) ,女638人;其平均智商為63 (自 35至85) ,平均年齡 為19歲, (自 16歲至29歲〉。另外自林貴美女士親自訪問56位顧主及 211 位鑫智班畢業生, 了解兢業上的實際問題。 調查表共含十個簡易問題,其中八題還答題,兩題填充題,用詞力求簡明。查詢資料包 括上述所提就業資料。受試的智商,年齡,性別,以及畢業年代等基本資料則直接抄自各校 的學生資料記錄衰。調查所得結果如下: 1.就業者有753人(佔61侈)曾經說業而受調查時末就業者有245人 (20%) 畢業後 一直未兢業者 229 人(19%) 。就業者中有45%表示很喜歡其工作,只有 3%表示很討厭。 主所從事的工作種類計有85種,以非法術性或左手法術性工作為主。其中以電于裝配工最 多 (131人) ,再依序為汽車修護工34人,店員33人,自營小生意30人,縫衣工29人,餐廳級 獨生28人,印刷工27人,工友24人,木工22人,業窈晨21人,製鞋工21人,及廚師15人等。 3. 每月平均薪金折合美金為 178 , (範圖為 90-500 美元)。其中以計程車司機的收入 最高,按月約為375美元,鋁窗接配工約282美元,車掌約277美元,廚師約242美元等。 也說工作年資來說,未浦一年佑40% '二年者佔27% '三年者佔 15% '三年以上佔 18% 。工作年資愈多,其薪金也愈寓。 5.就智商、性別、與薪金等關係來說,智商愈高,其平均薪金也愈高,如智商35以下組 只有甜美元,但智商68-83一組則為191美元;男生之薪金顯然比女生寓。 a 就改換工作次數來說, 41彩的就業者未曾改誤工作,改換一次佔23彩,改換二次佔 15 侈,改喚三次佔 12% '改換四次或以上者佔 9% 。改換工作次數的多寡與智商高低有關。 7.未兢業者的主因計有身體健康不佳〈佔28.5%) ,工作不好找或不知如何找 (27.9% ) ,工作無法勝任 (6.5%) ,薪金太低不想工作 (4.4彩) ,升學 (18.1%) ,服兵役。2 .9%) 。不同智商組別的未就業主因有異,如智商36以下組係以身體健康不佳佔最多 (76% ) , 68-83組則以升學為多 (28%) 。 &約64彩的顧主 (56人〉認為受顧者(益智班畢業生〉能勝任其工作,只有 9$多認為難 於勝任; 32%的顧主認為受顧者很勤快, 66%表示尚可。 9.約有55侈的顧主經由受藏者的家人或是盟友之推分而商用智能不足者,只有 2~皆是經由 學校之推介, 23%是受顧者自行看報應徵。由此可知,國中益智班之就業輔導有待加強。 10.只有23%的受試認為國中歡育對於他們的就業非常有幫助, 16.6%認為無幫助。 本篇論文會在第六屆亞洲智能不足教育聯盟犬會第三次犬會上宣讀。該夫會於1983年11 月 7 日 -11 自在印尼 首府雅加這舉行。本篇論文之完成,會蒙林責美女士、何榮接先生以及47蹄圈中益智班老師之協助, -f時致 謝。

數據

TABLE  1:  SAMPLE  CHARACTERISTICS  CHARACTERISTIC  SEX  Male  Female  IQ  Above  83  68-83  52-67  36-51  Below  36  AGES  (YEARS)  Above  28  26-28  23-25  20-22  17-19  Below  17  N  % (1227) 589 48 638 52 (1227) 38  3.1 496  40.4 446 36.4 215 17.5 32 2
Figure 1:  The  percentages  of  cases  and  vages  by  the  different  years  on  the  job
Figure  2:  The  wages  in  different  sex  and  IQ  groups 26-28  . 23-25 AGES 20-22 17-19 Below 17
Figure  3:  The  wages  and  years  on  the  job  in  the  different  age  groups  THE  TIMES  OF  CHANGING  JOBS  IN  THE  DIFFERENT  IQ  GROUPS:

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