1 / 17

game 2 WORK

game 2 WORK. Games to help those with an intellectual disabilities become game to work Greg Carey. Flinders University 23/11/2006. game 2 WORK. WORK IS KEY, NOT A DEGREE” Chris Robinson (DECS CEO) Front page Advertiser 4/11/2006.

gerard
Download Presentation

game 2 WORK

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. game2WORK Games to help those with an intellectual disabilities become game to work Greg Carey Flinders University 23/11/2006

  2. game2WORK WORK IS KEY, NOT A DEGREE” Chris Robinson (DECS CEO) Front page Advertiser 4/11/2006 40% of South Australian students who left school in 2005 were not in full time employment or further study by May Dusseldorp Skills Forum, 2006 Front Page Advertiser 11/11/2006

  3. game2WORK

  4. game2WORK What is needed for those with an intellectual disability to be game2WORK ?

  5. game2WORK • skills can be more easily taught in the workplace • other factors may be much more important in preparing new employees for a successful transition into the workplace (Black & Langone, 1997; Elksnin, 1993; Kright, 1999; Wehmeyer, Agran, & Hughes, 1998; Worth, 2003) non-cognitive factors may be more important than the cognitive aspects traditionally addressed by the education system (Cherniss, 2000 Greenspan & Granfield, 1992 ).

  6. game2WORK HOWEVER • the skills acquired may not be generalised by the learner, or they may quickly become obsolete and redundant (Daniel, Schwier, & McCalla, 2003). Schools develop social skills programs explicitly teach knowledge and skills

  7. game2WORK Social Awareness teaching aims to help learner gain tacit knowledge drawn from experience Programs which aims to develop tacit knowledge are less likely to become obsolete and redundant (Daniel et al., 2003; Dourish & Bellotti, 1992, Solenkemp, 1999)

  8. game2WORK Workplace Social Capital(Daniel et al., 2003) • Networks of strong personal relationships that develop: • trust, • cooperation and • collective action (Jacobs, 1965)

  9. game2WORK • information exchange, • knowledge sharing, and • knowledge construction (Luke, 2003) In the workplace this means:

  10. game2WORK Workplace Social Capital - 3 types of relationship building : • Bonding - establishing relationships with people who have similar roles. • Bridging - establishing relationships with people who are in different roles or situations. • Linking - establishing relationships with people in power. (Woolcock, 1998)

  11. game2WORK • The failure of many existing programs may be due to • the traditional concentration on explicit social skills training (Daniel et al., 2003) • rather than the development of tacit social awareness (Sohlenkemp, 1999) • Linked to this is the difficulty in assessing personal attributes andthe complexity of reporting these skills to employers (Pardy, 2004)

  12. game2WORK What is needed for those with an intellectual disability to be game2WORK ? WORKPLACE SOCIAL CAPITAL

  13. game2WORK Supporting those with an intellectual disabilities become game to work Greg Carey Flinders University 23/11/2006

  14. References • Black, R. S., & Langone, J. (1997). Social awareness and transition to employment for adolescents with mental retardation. Remedial and Special Education, 18(4), 214. • Carey, G. J. P. (2005). Using Moodle to support the preparation of new workers who have an intellectual disability. Paper presented at the Moodle Moot 05, Oxford Institute of Legal Practice, Oxford, United Kingdom. • Cherniss, C. (2000). Emotional Intelligence: What it is and Why it Matters. Paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology,, New Orleans, LA. • Daniel, B., Schwier, R. A., & McCalla, G. (2003). Social Capital in Virtual Learning Communities and Distributed Communities of Practice. Canadian Journal of Learning and Technology, 29(3). • Dourish, P., & Bellotti, V. (1992). Awareness and coordination in shared workspace. Paper presented at the Proceedings of Computer Supported Collaborative Work (CSCW) 1992., Toronto. • Dusseldorp Skills Forum. (2006). How are young people faring 2006 - Key Indicators. An update about the learning and work situation of young Australians: Dusseldorp Skills Forum. • Elksnin, L., Elksnin,N.,& Saborinie,E. (1993). Job-related Social Skills Instruction of Adolescents with Mild Mental Retardation. Journal of Vocational Rehabilitation. • Greenspan, S., & Granfield, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal on Mental Retardation, 96, 442-453. • Jacobs, J. (1965). The death and life of great American cities. NJ: Penguin Books. • Kavale, K. A., & Mostert, M. P. (2004). Social Skills Interventions for Individuals with Learning Disabilities. Learning Disability Quarterly, 27, 31-47. • Kright, K. A., L. (1999). Assessing Job-Readiness Skills- how students, teachers and employers can work together to eahance on the job training. Teaching Exceptional Children. • Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38(3), 397. • Pardy, J. (2004). Back 2 basics - Employability skills. Training Packages at Work Retrieved July 20, 2004, 2004, from http://www.tpatwork.com/ViewArticle.asp?articleid=1310 • Sohlenkemp, M. (1999). Supporting group awareness in multi user environments through perceptualisation. Berlin: Forschngszentum Informationstechnik - Germany. • Vaughn, S., Bos, C., & Schumm, J. (2007). Teaching students who are exceptional, diverse, and at risk in the general education classroom (4th ed.). Boston: Pearson Education. • Wehmeyer, M., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. MD: Paul Brookes. • Woolcock, M. (1998). Social capital and economic development: Towards a theoretical synthesis and policy framework. Theory and Society, 27(2), 151-208. • Worth, S. (2003). Adaptability and Self-Management: A New Ethic of Employability for the Young Unemployed? Journal of Social Policy, 32, 607.

  15. game2WORK

  16. game2WORK

More Related