Careers for Students with Special Educational Needs

1. Front Matter

   Pages i-ix

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2. Issues in Career Development and Transitions

   1. Front Matter

      Pages 1-1

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   2. Career Development Policy Strategies for Supporting Transition of Students with Special Educational Needs and Disabilities

      • V. Scott H. Solberg, Jennifer Lillis, Weiran Zhang, Judith L. Martin

      Pages 3-16

   3. Career Development of Students with Intellectual Disability: A Systems Theory Perspective

      • Mary McMahon, Monica Cuskelly

      Pages 17-29

   4. Considering the Fourth Industrial Revolution in the Preparation of Learners with and without Disabilities

      • James D. Basham, Kyounggun Han, Ling Zhang, Sohyun Yang

      Pages 31-46

   5. Webs of Supportive Relationships: A Positive Youth Development Approach to Career and Workforce Development with Risk-Immersed Youth

      • Sean K. Flanagan, Jonathan F. Zaff, Shannon M. Varga, Max Margolius

      Pages 47-65

   6. Career Development of Twice-Exceptional Individuals: Present and Future Issues

      • Jae Yup Jung

      Pages 67-79

3. Strategies for Personnel Preparation, Parent Education, and Disability-Specific Issues

   1. Front Matter

      Pages 81-81

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   2. Strategies to Promote Effective Secondary Special Education and Transition Content into Teacher Preparation Coursework

      • Kendra L. Williams-Diehm, Amber E. McConnell, Mindy Lingo, Belkis Choiseul-Praslin

      Pages 83-97

   3. Training Teachers to Become Effective Life Design ‘Agents of Change’: Suggestions and Directions for Future Actions

      • Lea Ferrari, Teresa Maria Sgaramella

      Pages 99-113

   4. Social Workers’ Strategies for Supporting Career Transition for Disadvantaged Girls with SEN: A Hong Kong Case Study of a Class in Digital Drawing

      • Victor Wong, Toby C. Y. Yip

      Pages 115-125

   5. The Power of Parent Education: Transition Planning for Students with Moderate to Severe Disabilities

      • Lusa Lo

      Pages 127-139

4. Effective Policies, Programs, and Approaches for Career Development and Transitions in the Asia-Pacific Region

   1. Front Matter

      Pages 141-141

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   2. Creating New Narratives to Give Hope and Optimism to At-Risk Students in Singapore: A Case for Vocational Guidance and Career Counselling Intervention

      • Jenn Yeoong Leong

      Pages 143-159

   3. Views of Parents on a Career and Life Planning Program for Junior Secondary Students with Special Educational Needs: A Qualitative Study in Hong Kong

      • Yiu Bun Chung, Mantak Yuen

      Pages 161-175

   4. Career Guidance for Gifted Students in Hong Kong

      • Joe Y. C. Tsui, Mantak Yuen

      Pages 177-187

   5. Career Guidance for High School Students with Specific Learning Difficulties: Hong Kong Perspective

      • Flora S. Y. Yau, Mantak Yuen

      Pages 189-202

   6. Career Guidance for Students with Special Educational Needs in New Zealand

      • David Mitchell, Colin Gladstone

      Pages 203-215

   7. Improving Transition-Focused Education for Students with Special Educational Needs: An Australian Approach

      • Wendi Beamish, Denis Meadows, Mike Davies, Annalise Taylor

      Pages 217-232

   8. Support for Students with Special Educational Needs in Universities in Hong Kong: An Overview of the Issues

      • Beina L. F. Chan, Patcy P. S. Yeung

      Pages 233-248

This book addresses in detail a range of issues in connection with preparing individuals with disabilities or other special needs for gaining employment and planning a career path beyond school. It presents strategies for personnel preparation, parent education, effective programs for career development and transitions, policies and policy research, and useful tools for assessment and intervention. The clear explanations of essential theories, research findings, policies, and practices for career development ensure that readers gain a deeper understanding of all the issues involved. Most importantly, they will learn several strategies that can be used to prepare students for employment within global and Asia-Pacific regional contexts.

• Career Development
• Career Counselling
• Parent Education
• Staff Training
• Students with Special Educational Needs
• Individuals with Disabilities
• Personnel Preparation

• University of Hong Kong, Hong Kong, China

  Mantak Yuen

• Griffith University, Mt Gravatt, Australia

  Wendi Beamish

• Boston University, Boston, USA

  V. Scott H. Solberg

Dr. Mantak Yuen is an Associate Professor and Director of the Laboratory/Program for Creativity and Talent Development of the Centre for Advancement in Inclusive and Special Education, in the Faculty of Education at the University of Hong Kong. He has worked as a secondary school teacher and an educational psychologist in the Special Education Section of the Hong Kong Government Education Bureau. He is a Fellow of Hong Kong Psychological Society and Fellow of the Hong Kong Professional Counselling Association. He received the Faculty Outstanding Research Student Supervisor Award.  He coordinates the HKU Faculty of Education M.Ed. course in Guidance and Counselling as well as in Gifted Education and Talent Development. He served as the Director of the Doctor of Education Program (2014-2019). His academic and professional interests focus on guidance and counselling, life skills and talent development, gifted education, positive psychology, and special needs education. He is a prolific writer who has published over 100 journal articles and book chapters and has edited more than 10 journal special issues and books. His work has been published in Journal of Vocational Behavior, International Journal for Educational and Vocational Guidance, The Counseling Psychologist, and School Psychology.

Dr. Wendi Beamish is a special educator with 45 years of experience in the field of special education and early childhood intervention. She is a Senior Lecturer in Special Needs at the School of Education and Professional Studies, Griffith University, and Program Director of the online Graduate Certificate in Special Needs Education. Her research interests focus on recommended teacher practice in the areas of autism, educational transitions, early intervention, positive behavioural support, social-emotional competence, and inclusive education. 

V. Scott H. Solberg is a Professor in the Department of Counseling Psychology and Applied Human Development at the Boston University Wheelock College of Education and Human Development.  Dr. Solberg is working internationally and nationally on the design, implementation, and evaluation of effective career development programs and services, especially for high-need youth populations, including youth with disabilities. His research regarding the nature and promise of Individualized Learning Plans (ILPs), in collaboration with the National Collaborative on Workforce and Disability for Youth and the U.S. Department of Labor’s Office of Disability Employment Policy, is shaping the career development implementation policies and practices in the United States and around the world. This research is summarized in his recent book Making School Relevant with Individualized Learning Plans: Helping Students Create Their Own Career and Life Goals (Harvard Education Press). 

Policies and ethics