review of related literature for transition planning
TRANSCRIPT
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Review of Related Literature
Alim, Marest
Leano, Bryle Rose
Leyba, Charisse Martha
Perez, Katerina
Rabano, Christine Marie
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DevelopmentalTheories
A basic, quick, and easy review
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Cognitive
developmental theories
Piagets cognitive development
Sensorimotor: birth to two years old
Preoperational: 2-7 yrs old Concrete:7 yrs old to adolescence
Formal Operations:adolescence to
adulthood
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Cognitive
developmental theoriesKohlbergs stages ofmoral developmentPre-conventional Stage 1 : Punishment and
obedience Stage 2: InstrumentalRelativism
Conventional Stage 3: Interpersonal
conformity Stage 4: Social System
Orientation
Post-conventional
Piagets stages of moraldevelopment
Heteronomous Morality(morality of constraint) 6-9 yrs old
Autonomous morality(morality of cooperation) 12 yrs old
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Psychosocial
developmental theoriesFreud Oral (0-1) Anal (2-3)
Phallic (4-6)
Latent (7-10) Genital (11+)
Erikson
Trust vs Mistrust (0-1)
Autonomy vs Shame anddoubt (2-3)
Initiative vs Guilt (4-6)
Industry vs Inferiority (7-12)
Identity vs Role confusion(13-19)
Intimacy vs Isolation (20-34)
Generativity vs stagnation(35-65)
Integrity vs Despair (65onwards)
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Theories on vocational
development Ginzberg Fantasy period during
childhood
Tentative periodduring adolescence
Realistic Explorationin later period
Experimentationwithin career duringearly adulthood
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Development transitions based on
occupations
ADLs
Most areas are developed during childhood
and improves throughout the lifespan
IADLs
Work behaviors begin during early childhood
Needed to function independently
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Development transitions based on
occupations Work
For children School tasks Family chores
For adolescents May include job experiences or training
Early adulthood Working as an employee Usually exploratory
Middle adulthood At the peak of career
Late adulthood retirement
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Development transitions based on
occupations
Social participation
Selmans Stages of friendship
Stage 0: momentary Playmateship (3-7)
Stage 1: One-way assistance (4-9) Stage 2: 2-way fair weather cooperation (6-12)
Stage 3: Intimate mutually shared relationships (9-15)
Stage 4: Autonomous interdependence (beginning age 12)
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Theories ofheories ofCareerareerDevelopmentevelopmentJohn Hollands Theory of Career TypesJohn Hollands Theory of Career TypesDonald Super's Developmental Self-Concept TheoryDonald Super's Developmental Self-Concept Theory
Eli Ginzbergs Compromise with Reality TheoryEli Ginzbergs Compromise with Reality Theory
Edgar Scheins Theory of Career AnchorsEdgar Scheins Theory of Career Anchors
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John Hollands Theoryohn Hollands Theoryof Career Typesf Career Types
People prefer jobs where they can be aroundPeople prefer jobs where they can be around
others who are like them. They search forothers who are like them. They search for
environments that will let them use their skillsenvironments that will let them use their skillsand abilities, and express their attitudes andand abilities, and express their attitudes and
values, while taking on enjoyable problemsvalues, while taking on enjoyable problems
and roles.and roles.
Behaviour is determined by an interactionBehaviour is determined by an interactionbetween personality and environment.between personality and environment.
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John Hollands Theoryohn Hollands Theoryof Career Typesf Career Types
Assumptions:Assumptions:
1.1. In our culture, persons can beIn our culture, persons can be
categorized as one of the following:categorized as one of the following:Realistic, Investigative, Artistic, Social,Realistic, Investigative, Artistic, Social,
Enterprising or Conventional.Enterprising or Conventional.
2.2. There are six modal environments:There are six modal environments:realistic, investigative, artistic, social,realistic, investigative, artistic, social,
enterprising and conventional.enterprising and conventional.
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John Hollands Theoryohn Hollands Theoryof Career Typesf Career Types
3.3. People search for environments that willPeople search for environments that will
let them exercise their skills andlet them exercise their skills and
abilities, express their attitudes andabilities, express their attitudes andvalues, and take on agreeable problemsvalues, and take on agreeable problems
and roles.and roles.
4.4. Behavior is determined by an interactionBehavior is determined by an interactionbetween personality and environment.between personality and environment.
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John Hollands Theoryohn Hollands Theoryof Career Typesf Career TypesType
Realistic Strong mechanical, psychomotor, andathletic abilities; honest; loyal; like theoutdoors; prefer working withmachines, tools, plants, and animals.
Structured; clear goals andlines of authority; work withhands, machines, or tools;casual dress; focus on
tangible results;engineering, military,skilled trades
Investigative Strong problem solving and analyticalskills; mathematically inclined; like to
observe, learn, and evaluate; preferworking alone; reserved; ideagenerators
Nonstructured; researchoriented; intellectual;
discover, collect, andanalyze ideas/data;science, math, medicine,and computer related;labs, universities, hightech, hospitals.
* From: Real People Real Jobs, by David H. Montross, Zandy B. Leibowitz, and Christopher J. Shinkman
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Artistic Creative; complex; emotional;intuitive; idealistic; flair forcommunicating ideas; preferworking independently; like to sing;
write, act, paint, think creatively
Nonstructured; creative; flexible;rewards unconventional andaesthetic values; creation ofproducts and ideas; arts
organizations, films/TV,publishing, advertising,museums, theater, galleries
Social Friendly; outgoing; find fulfillment inhelping others; strong verbal and
personal skills; teaching abilities;impulsive
Harmonious; congenial; work onpeople-related problems/issues;
inform train, develop, cure, orenlighten others; team oriented;human resources; training,education, social service,hospitality, health care, nonprofit
* From: Real People Real Jobs, by David H. Montross, Zandy B. Leibowitz, and Christopher J. Shinkman
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Enterprising Confident; assertive;sociable; speaking andleadership abilities; like touse influence; strong
interpersonal skills; statusconscious
True business environment;results oriented; driven; high-quality service and productorientation; entrepreneurial;
high prestige; power focused;sales, management, politics,finance, retail, leadership
Conventional Dependable; disciplined;precise; persistent orderly;efficient; practical; detail
oriented; clerical andnumerical abilities
Orderly; clear rules and policies;systematized manipulation andorganization of data; control and
handling of money; high incomepotential; accounting, business,finance, administration
* From: Real People Real Jobs, by David H. Montross, Zandy B. Leibowitz, and Christopher J. Shinkman
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Most peoples interests combine several types toost peoples interests combine several types tosome degree. The six types can be arrangedome degree. The six types can be arrangedaround a hexagon. Types that are next to oneround a hexagon. Types that are next to oneanother on the hexagon are most closely related.nother on the hexagon are most closely related.Types that are opposite one another on theypes that are opposite one another on thehexagon are the most dissimilar.exagon are the most dissimilar.
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Donald Supersonald Supersdevelopmental self-evelopmental self-concept theoryoncept theory
According to Super, self-concept changesAccording to Super, self-concept changes
over time and develops as a result ofover time and develops as a result of
experience.experience. Super developed the concept of vocationalSuper developed the concept of vocational
maturity, which may or may not correspond tomaturity, which may or may not correspond to
chronological age: people cycle through eachchronological age: people cycle through each
of these stages when they go through careerof these stages when they go through careertransitions.transitions.
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Donald Supersonald Supersdevelopmental self-evelopmental self-concept theoryoncept theorySTAGE AGE CHARACTERISTICS
Growth Birth to 14 or 15 Form self-concept, develop capacity,
attitudes, interests, and needs, and form
a general understanding of the world of
work.
Exploratory 15-24 "Try out" through classes, work
experience, hobbies. Collect relevant
information. Tentative choice and
related skill development.
Establishment 25-44 Entry skill building and stabilization
through work experience.
Maintenance 45-64 Continual adjustment process to
improve position.
Decline 65+ Reduced output, prepare for retirement.
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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality Theory Career decision making occurs in 3Career decision making occurs in 3
phases:phases:
Fantasy StageFantasy Stage
- occurs until 11 years old; children- occurs until 11 years old; children
imagine and dream of future careersimagine and dream of future careersregardless of needs, ability, training, etc.regardless of needs, ability, training, etc.
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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality TheoryTentative StageTentative Stage (11-17 years old, 4 substages)(11-17 years old, 4 substages)1.1.Interest period from 11-12 y/o, childrenInterest period from 11-12 y/o, children
make choices primarily based on their likesmake choices primarily based on their likes
and interestsand interests
2.2.Capacities period from 13-14 y/o,Capacities period from 13-14 y/o,
adolescents become more aware of roleadolescents become more aware of role
requirements, occupational rewards,requirements, occupational rewards,
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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality Theory3.3. Value period 15-16 y/o, adolescentsValue period 15-16 y/o, adolescents
attempt to relate occupational roles to theirattempt to relate occupational roles to their
own interests and values,; they considerown interests and values,; they consider
both occupation and interestboth occupation and interest
4.4. Transition period 17 y/o, adolescentsTransition period 17 y/o, adolescents
make transition from tentative to realisticmake transition from tentative to realistic
choiceschoices
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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality TheoryRealistic StageRealistic Stage (17 years old onwards)(17 years old onwards)1.1.Exploration period 17-18 y/o, they makeExploration period 17-18 y/o, they make
an intensive search for knowledge andan intensive search for knowledge and
understandingunderstanding
2.2.Crystallization period 19-21 y/o, theyCrystallization period 19-21 y/o, they
narrowly define a single set of choices andnarrowly define a single set of choices and
commit themselvescommit themselves
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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality Theory3.3. Specification a general choice is furtherSpecification a general choice is further
narrowed down to a particular choicenarrowed down to a particular choice
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Edgar Scheins Theorydgar Scheins Theoryof Career Anchorsf Career Anchors
Career anchors evolve and develop through theCareer anchors evolve and develop through the
successive new trials and opportunities that onesuccessive new trials and opportunities that one
faces in early work experiencesfaces in early work experiences
Gradually, as one gains more self knowledge and aGradually, as one gains more self knowledge and a
clearer occupational identity, a distinct pattern of selfclearer occupational identity, a distinct pattern of self
perceived talents, motives, needs and valuesperceived talents, motives, needs and values
emergesemerges
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Edgar Scheins Theorydgar Scheins Theoryof Career Anchorsf Career AnchorsAnchor types Description
Technical/FunctionalCompetence
The actual content of work is the primary considerationin their career choices. Their sense of identity is tied tobeing able to exercise competencies associated withthat work.
Managerial Competence The ultimate goal is to rise to positions or managerialresponsibility. A functional area job is important not forthe content of work, but for what the position leads to.
Security A key factor is their long term work life stability andsecurity. A good benefits and retirement package,employment stability, and clear career paths areparticularly attractive to a person with this anchor.Opportunities to use certain technical skills orpromotion prospects are important if they lead to longterm stability and security.
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Edgar Scheins Theorydgar Scheins Theoryof Career Anchorsf Career AnchorsAnchor types Description
Autonomy For them, what is important is having freedom andavoiding constraints on ones lifestyle. They are likelysay no to advancement if it means giving up their
independence and freedom.Creative They may want autonomy or exercise managerial or
technical/functional competence, but they are uniquein their overarching desire to create something that isentirely of their own making. It might be a product, atechnical process, or a company. Inventing something
new is a measure of worth and the key to their senseof competence
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Factors Affectingactors AffectingVocational Choiceocational ChoiceRice (1993)ice (1993)
ParentsParents
PeersPeers
Cultural expectationsCultural expectations
IntelligenceIntelligence Aptitudes and special abilitiesAptitudes and special abilities
InterestsInterests
Job opportunitiesJob opportunities
Job rewards and satisfactionsJob rewards and satisfactions
Prestige and ValuePrestige and Value
Social class and aspirationsSocial class and aspirations
Race and aspirationsRace and aspirations
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Assumptions for assumptions for acomprehensive careeromprehensive careerdevelopment and transitionevelopment and transitioneducation approachducation approach
6.6. A person must possess a variety of life skills inA person must possess a variety of life skills in
adaptability to participate in career developmentadaptability to participate in career development
7.7. Life career development between the disabled andLife career development between the disabled and
nondisabled differs in the amount of attention andnondisabled differs in the amount of attention and
type of training requiredtype of training required
8.8. There is also a need for differentiatedThere is also a need for differentiated
programming among the various disability groupsprogramming among the various disability groups
and levels of functioning within each populationand levels of functioning within each population
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Assumptions for assumptions for acomprehensive careeromprehensive careerdevelopment and transitionevelopment and transitioneducation approachducation approach
9.9. Life career development should begin duringLife career development should begin during
infancy and continue throughout adulthoodinfancy and continue throughout adulthood
10.10.A realistic philosophy of normalization dictates thatA realistic philosophy of normalization dictates that
all students have the same educationalall students have the same educational
opportunities. These philosophies do not dictate,opportunities. These philosophies do not dictate,
however, that all students have the same specifichowever, that all students have the same specific
educational experiences.educational experiences.
Reference: Clark, G. M. & Kolstoe, O. P. (1995).Reference: Clark, G. M. & Kolstoe, O. P. (1995). Career development andCareer development and
transition education for adolescents with disabilitiestransition education for adolescents with disabilities (2(2ndnd ed.). Boston: Allyned.). Boston: Allyn
and Bacon.and Bacon.
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Cultural issues
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Culture DefineD
An integrated pattern of human
knowledge, belief, and behavior that
depends upon the capacity for symbolic
thought and social learning
The set of shared attitudes, values,
goals, and practices that characterizes
an institution, organization or group
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Filipino Culture
Values Traits
Gender roles
Family and Marriage
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The Filipino character is actually a little bit of all the
cultures put together. The bayanihan or spirit of
kinship and camaraderie that Filipinos are famous
for is said to be taken from Malay forefathers. The
close family relations are said to have been
inherited from the Chinese. The piousness comes
from the Spaniards who introduced Christianity in
the 16th century
Hospitality main trait that distinguishes
Filipinos from other asian countries
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Filipino Values
Bayanihan: the creation ofassociation with neighbors and thehelping atittude whenever one is indisastrous need..
Close Family Ties: Filipinos arewell-known for the close familyties. Many filipinos live near theirfamily for most of their lives, evenas independent adults.
Pakikisama: or harmony, inEnglish, involves getting along withothers to preserve a harmoniousrelationship
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Hiya:It is a sense of social decency andcompliant to public norms of behavior.
Filipinos believe they must live up to the
accepted standards of behavior and if they
fail to do so they bring shame not only
upon themselves, but also upon theirfamily.
Utang na Loob: owed by one to aperson who has helped him through the
trials he had undergone owed by one to a
person who has helped him through thetrials he had undergone
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o Amor Propio: Concern for self image.
o Delicadeza: Sense of honor
o Palabra de Honor: "word of honor"
mano po- sort of greeting wherein children kiss thehands of their elders to pay respect
Sayin po and opo
ili i i
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Filipino TraitsValued Traits Undesirable Traits
buo ang loob, makatao, magalang,malambing, mapagdamay,
mapagpasakit,mapagtiis,mapagtiwala,mapagphalaga sa edukasyon, matapat, matatag,
masigla, amrunong makisama, maypakikibaka,mapagbigay, ,
mapagkumbaba,mapagpaubaya,mapagsapalaran
Madaling makumbinsi, madalingmakuntento,mahilig satsismis,mapagbalewala,martir,maPagpuna, may ningaskugon,nagtatanim ng
galit,pikon,tampuhin,sumpungin
Stereotypic Masculine Traits Stereotypic Feminine Traits
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yp yp
Agresibo, hindimanloloko,malakas,malakas ang
loob,maskulado,matapang,matipuno,may determinasyon,may
paninindigan,may prinsipyo
Iyakin,maayos,mabini,mahina angkatawan,mahina angloob,mahinhin,mahiyain,malambing,mapagmahal,maunawain,paBago-bago ng isip
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M ARRIAGE
men are expected to marry and if aman has not married by his latetwenties, female relatives beginintroducing him to potential brides. Themedian age for marriage is twenty-two.Young professionals wait until their late
twenties to marry, and engagements offive to seven years are not uncommon.During this period, the couplebecomes established in jobs, pays forthe education of younger siblings, andacquires household items. A woman
who reaches the age of thirty-twowithout marrying is considered pastthe age for marriage
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Family
father- considered the head and the provider of the family
- regarded as strong and the most eminent figure in thefamily.
mother-takes responsibility of the domestic needs and incharge of the emotional growth and values formation of
the children
-seen as soft and calm Children expected to take care of
their parents
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Gender Roles
Rural areas: traditional roles prevail( e.g. men cultivate the land, women
stays at home)
Urban areas: occupational lines are
blurred since men and women have
equal opportunities to succeed
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Legislations supporting the
education, training and employment
of Persons With Disabilities
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RA 7277
Magna Carta for Disabled Persons
1991
Pres. Corazon Aquino
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Principles
1. PWDs are part of Philippine society
2. PWDs have the same rights as others.
Programs for PWDs should not be seen
as welfare services by the government.
3. Rehabilitation is the concern of the
government.
4. Integration of PWDs should befacilitated.
Chapter 1: Employment
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Chapter 1: Employment
Title 2 Rights and Privileges of
Disabled PersonsSec. 5 Equal Opportunity for
Employment
Sec. 6 Sheltered Employment
Sec. 7 Apprenticeship
Sec. 9 Vocational Rehabilitation
Sec. 10 Vocational Guidance andCounseling
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Chapter 2 Education
Sec. 12 Access to Quality Education
Sec. 13 Assistance to Disabled Students
Sec. 14 Special Education
Sec. 15 Vocational/Technical & Other TrainingPrograms
Sec. 16 Non-Formal Education
Sec. 17 State Universities and Colleges
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Title 3: Prohibition on Discrimination Against Disabled
Persons
Chapter 1 Discrimination on Employment
Sec. 32 Discrimination on
Employment
Sec. 33 Employment Entrance
Examination
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Psychosocial Conditions
Autism
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Lets Review!
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TypicalTransformations
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Typical Infants
Cry to communicate
Will show emotions, especially distress
due to physical discomfort
Show social pleasure through smiling
Are calm to human face and voice
Are capable of imitating activities
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Typical Infants
Play early with social interaction
Show early preference for
parents/caregivers
Will protest if caregiver leaves
Express delight, laughter and joy during
social exchanges
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Typical Children
Can talk about their feelings and can discern
feelings of others
Prefer prosocial playmates
Are socially competent and cope well withanger
Interact with other children of the same sex
Develop positive relationships with family, andfriends
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Early Adolescence
Between ages eleven and fourteen, typicaladolescents tend to:
Worry and be conscious about their developingbodies
Experience general moodiness due to hormonalchanges
Assert their independence
Hang around in gangs (for boys) Have one or two important best friends (for girls)
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Middle Adolescence
At ages fifteen to sixteen, typical adolescents tend to:
Become more secure about their bodies and less self-conscious
Start to take risks and push boundaries
Develop a better capacity to compromise
Make their own decisions
Develop deeper, more lasting friendships
Become more sexually aware, and start dating
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Late Adolescence
At ages seventeen to eighteen, typicaladolescents tend to:
Feel that they are adults and want to be treatedequally
Want to leave home, either to get ready foruniversity or to find a place of their own
Have formed a stable relationship and have aserious boyfriend/girlfriend
Be more involved with friends rather than family Be working towards financial independence
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Typical Adults
Start jobs or careers
Get married
Establish other intimate relationships
Have and raise children
Begin to contribute significantly to their
communities
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Psychosocial Disturbances
The child: Exhibits limited/fleeting eye contact
Is aloof, passive; prefers solitary activities to group activities
Manifests inappropriate emotional response(s)
Demonstrates unusual fear(s) Is socially immature
Is maladaptive to changes in food, clothes, routine, routes
or arrangements of things
Tends to be self-injurious
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Now, whats the problem?
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As the child with autism spectrum disorder (ASD) developsfrom child to teenager to adult, the symptoms of autism maychange over time
(e.g., parallel play as a child may be acceptable, but theteenager is expected to have more direct social interaction)
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Normal stages of life (e.g., puberty) may impact how the
symptoms of autism affect interactions
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All of these issues affect the tasks ahead of youngsters with ASDs as they
experience changes and higher expectations during adolescence, including:
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Leisure time/socialization
Employment
Friendships and socialization
Independence
Educational transition
Quality of family life
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As the young person with ASD ages, the number, effect, or intensity ofbehavioral and medical disorders may increase (see Table).
Developmental and Behavioral Issues to
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Developmental and Behavioral Issues to
Monitor in Adolescents with ASDDevelopmental Disorders Psychiatric Disorders
Slow development (mental retardation) Anxiety
Language disorders Depression
Learning disorders Obsessive-compulsive disorder
Associated Medical Conditions Behavior Difficulties
Gastrointestinal disorders Sleep disruption
Growth nutritional disorders Self-injurious behavior
Feeding difficulties Hyperactivity, short attention,
distractibility
Seizures Obsessions, perseveration
Growth abnormalities Stereotypies
Early onset puberty Aggression, disruption, tantrums
Genetic disorders Irritability or withdrawal
Transition to Community
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Transition to Community
Life
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A developmental process of meeting and going through maturational expectations enabling thespecial person to achieve the most of what he has given his abilities, capabilities and levels of
interest and motivation so he can lead his life and pursue a career he can be responsible for.
Requires in addition to a good
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Requires, in addition to a good
career participation, the following:
The special persons aspiration
The inspiration and support of the family
The inspiration and support of significant others
The provision of social and work opportunities by acommunity deeply committed to the welfare of thedisabled and the handicapped
A government that amply provides sustained
structural, manpower, and financial support asmandated by law.
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Results in a crisis if the special
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Results in a crisis if the special
person consistently:
Complains about normal peers who oftentimes pick on him
Refuses to attend school as he is unable to cope
Prefers staying at home to going out to malls, parks and other public places
Lags behind in practically all area of development despite his potential
Relies on adults to do things for him
Experiences failure/rejection whenever he attempts learning/doing well in acompetitive job
Excuses himself from learning/acquiring job skills
Undervalues his skills and underestimates his looks and other qualities
Hears of and encounters scarce/inadequate resources for his education/training
Finds himself in the community which does not care to accept and help himachieve his potential
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Hinges on the special persons career preparationcovering the following skills areas and the essentialcomponent under each area (Davide, 1996):
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A. Daily Living Skills
Managing and maintaining a home
Caring for personal needs
Buying, preparing, and eating food
Practicing family safety precautions in the
house
Practicing safety precautions outside thehome
Utilizing recreation and leisure
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B. Literacy Skills
Reading skills
Writing skills
Speaking skills
Mathematical skills
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D. Occupational Skills
Knowing and exploring occupational possibilities
Selecting and planning occupational choices
Exhibiting appropriate work habits and behaviors
Exhibiting actual work skills Seeking, securing, and maintaining employment
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Career Education Stages
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Career Education Theme Sample
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Career Education
Stages
Theme Sample
Lesson/Skill
C. Career Preparation
(Approximately Grades 7-
10)
1. Work analysis and
analysis of
occupations
2. Work values, attitudes
and habits
3. Human relationships inthe workplace
4. Getting a job
Knowing nature of
work
Finishing work till
completion
Consulting others
Accepting suggestions
for self-improvement
Readying application
letter, submitting
oneself for interview,
apprenticeship
Career Education Theme Sample
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Career Education
Stages
Theme Sample
Lesson/Skill
D. Career Assimilation
(Post-Secondary Level)
1. Job performance
2. Safety matters
3. Rights and benefits of
workers
4. Handling finances
5. Leisure and human
relationships
6. Work ethics
Work efficiency and
productivity
Traveling, protecting
oneself from dangers
Work compensation,
protecting oneself from
harassment
Budgeting and saving
Recreation
Observing time
schedule for work
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References
American Academy of Pediatrics. (n.d.).Autism: Adolescence and transition toadulthood. Retrieved December 25, 2009, from http://www.pediatricenter.com/peditric
%20handouts/Autism%20and%20adolescents.pdf
Dizon, E.I., Baldo, T.C., & Camara, E.F. (2000). Teaching Filipino children with autism.
Philippines: DeskPublisher Inc.
Jackson, J. (2004). Multicoloured mayhem: Parenting the many shades of adolescents
and children with Autism, Asperger Syndrome and AD/HD. New York: Jessica Kingsley
Publishers.
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References
Salonga, D.C.J. (n.d.) OT 140: Development in
infancy and toddlerhood. Manila: UP-CAMP
Sarmiento, I.C.A. (2008). Preschool years. Manila:
UP-CAMP
Papalia, D.E., Olds, S.W., Feldman, R.D., & Gross,
D. (2004). Human development. (9th
ed.). New York: McGraw- Hill Companies, Inc.
REFERENCES
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REFERENCES
Johns, G. (1996). Organizational behavior: understanding andmanaging life at work(4th ed.). New York: Harper Collins College
Publishers.
Rice, P. F. (1993). The adolescent: development, relationships and
culture (7th ed.). Massachusetts: Allyn and Bacon.
The Holland Hexagon. (n.d.). Retrieved January 01, 2010, from
http://www.uc.edu/career/students/holland.htm
Career Services (2009, September 02). Donald Super's
Developmental Self-Concept Theory. Retrieved January 01, 2010,
from http://www2.careers.govt.nz/5232.html
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References:
www.everyculture.com/No-Sa/The-Philippines.html
www.philippinecountry.com/philippine_culture.html
Church,A.T.& Katigbak, M.S.(2000). Trait Psychology in the
Philippines.(pp1-39).Manila,Philippines: De La Salle
University Press