본문 바로가기
  • Home

Current trends of career and vocational education for students with intellectual disabilities in Japan and implications for Korea

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(4), pp.343-364
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

HONG, JEONG-SUK 1

1대구대학교

Accredited

ABSTRACT

The purpose of this study was to examine the trends of career and vocational education of students with intellectual disabilities in Japan, and to present implications for Korea. At the beginning of the 2000s, in Japan, categories such as vocational guidance and career guidance were changed to career education, and since career education was emphasized in general education, the concepts and practices of career education also came to affect the education of students with intellectual disabilities. In Japan, career education in the area of intellectual disabilities means both performing activities aimed at self-reliance and participating in society, from childhood through school days and into adulthood, systematically and with consistency, and continuity. This study discussed the meaning and background of career education in Japan followed by the meaning and contents of career education for students with intellectual disabilities in Japan. In this study, the concrete contents of practice of such career education were examined, focusing on the status of career education in curricula for students with intellectual disabilities, the contents and characteristics of development stage table for promoting the development of the careers of students with intellectual disabilities, and individualized education support plans. The following results were derived from the above study. First, the objectives and contents in national special education curriculum in Japan is closely related to career education and the term “career education" has been used in national special education curriculum for high school for the first time from the 2009 revision. In this revision, practical vocational education and career guidance, long-term field practices, and a cooperative relationship with related institutions, business corporations in local communities, and homes have been emphasized. Second, the development stage table suggested an index that can recognize career and vocational education for primary, middle, and high school students (for 12 years) of special support schools in terms of career education systematically. Based on the table, various communities and schools have created their own career development stage table to promote systematic career education in Japan. Third, creation of individualized education support plans has been mandatory in the education curriculum for special support schools which was publicly noticed in March 2009. The individualized education support plans is to provide educational guidance or support in order to perform educational support effectively and appropriately via related parties and institutions by identifying the requirements from individual students from the viewpoint of lifetime support of disabled students. In Japan, the individualized education support plans has been recognized as an important tool to promote career education. Based on the cases in Japan, this study suggested the implications to improvement direction to career and vocational education for students with intellectual disabilities in Korea.

Citation status

* References for papers published after 2022 are currently being built.