A Comprehensive Model for Teaching Job Skills to Students with Intellectual Disabilities Based on a Mixed-Methods Approach
Keywords:
Job skills training, career guidance, students with special needs, intellectual disability, blended approach, Kardanesh schoolsAbstract
The present study aimed to develop a comprehensive model for teaching job skills (career guidance) to students with special needs who have intellectual disabilities in the second cycle of special vocational high schools in Tehran. This study employed an exploratory mixed-methods approach (qualitative–quantitative) and used the systemic grounded theory method. In the qualitative phase, through semi-structured interviews with 15 experts and open, axial, and selective coding, a model was identified consisting of six dimensions (causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, and consequences), 16 components, and 111 indicators, which was validated using the Delphi method. In the quantitative phase, a researcher-made questionnaire was distributed among 15 teachers, principals, and vice principals of exceptional education, and the data were analyzed using confirmatory factor analysis and LISREL software. The results indicated an acceptable model fit with indices such as the chi-square to degrees of freedom ratio. The components of teaching methods and educational content received the highest priority due to their alignment with labor market needs and the individual characteristics of students. Significant differences were observed in staff perspectives based on gender, work experience, and educational degree in some dimensions. Emphasizing practical training, assistive technologies, and alignment with the labor market, this model can contribute to the job empowerment and social integration of students with intellectual disabilities. Recommendations include the development of technology-based training programs, specialized teacher training, and strengthening educational infrastructures.
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