Abstract

Employment is one important post-school outcome for youth and adults and its benefits include enjoying a productive life, enhanced self-worth, and economic independence. Although Botswana has made notable strides to enhance post-school outcomes for students with disabilities (SWDs), many of these youth continue to face underemployment and unemployment. Hence, this study used a quantitative research approach to examine vocational teachers’ perceptions of necessary transition components and the relevance of the curriculum in helping SWDs to transition to employment successfully. Participants were selected through census and purposive sampling from two regions in Botswana and their gender and teaching experience differences were further examined. A total of 158 participants completed a paper survey. A Factorial ANOVA was run to determine significant differences in participants’ perceptions of essential transition components and the relevance of vocational coursework in supporting SWDs to transition successfully to employment. A Tukey post hoc test was run to establish differences between groups. Participants held somewhat positive beliefs about transition components and vocational coursework. However, participants’ views were inconsistent based on gender and teaching experience. This diversity of views clearly shows the extent to which vocational teachers differ regarding transition planning, which may hinder the effective delivery of transition services.

摘要

就业是青年和成年人的一项重要的毕业后成果，其好处包括享受富有成效的生活、增强自我价值和经济独立。尽管博茨瓦纳在提高残疾学生 (SWD) 的毕业后成绩方面取得了显着进展，但这些青年中的许多人继续面临就业不足和失业问题。因此，本研究采用定量研究方法来检验职业教师对必要过渡组成部分的看法以及课程在帮助社署成功过渡到就业方面的相关性。参与者是通过人口普查和有目的的抽样从博茨瓦纳的两个地区选出的，并进一步检查了他们的性别和教学经验差异。共有 158 名参与者完成了纸质调查。进行了因子方差分析，以确定参与者对基本过渡组成部分的看法以及职业课程在支持 SWD 成功过渡到就业方面的相关性的显着差异。进行了 Tukey 事后测试以确定组之间的差异。参与者对过渡部分和职业课程持有一些积极的信念。然而，参与者的观点因性别和教学经验而不一致。这种观点的多样性清楚地表明了职业教师在过渡规划方面的差异程度，这可能会阻碍过渡服务的有效提供。进行了 Tukey 事后测试以确定组之间的差异。参与者对过渡部分和职业课程持有一些积极的信念。然而，参与者的观点因性别和教学经验而不一致。这种观点的多样性清楚地表明了职业教师在过渡规划方面的差异程度，这可能会阻碍过渡服务的有效提供。进行了 Tukey 事后测试以确定组之间的差异。参与者对过渡部分和职业课程持有一些积极的信念。然而，参与者的观点因性别和教学经验而不一致。这种观点的多样性清楚地表明了职业教师在过渡规划方面的差异程度，这可能会阻碍过渡服务的有效提供。