Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp DOI: Operation Plan of W

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1 Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp DOI: Operation Plan of Worksite-affiliated Lifelong Educational Facilities for the Persons with Disabilities Research Purpose: The purpose of this study is to devise an operation plan of worksite-affiliated lifelong educational facilities to give job training and education for the persons with disabilities. The specific research questions were set as self-operation plan and joint operation plan. Research method: This study used literature review as the method. It first set two elements ( employment preparation and job maintenance after employment as the objective and necessity of operating worksite-affiliated lifelong educational facilities, and collected data accordingly. The study examined both elements in the first and the second research questions, and conducted a discriminatory data analysis on the common elements ( related institutions, participating personnel, education content, operation strategy, and qualification and evaluation standard ) that are necessary to study the research question in more detail. Research Results: In the self and joint operation plans of worksite-affiliated lifelong educational facilities for the persons with disabilities, this study clarified that worksites and other related institutions (1st: National Institute for Lifelong Education and the National Lifelong Education Center for the Disabled; 2nd: Major department and university-affiliated lifelong education institutes, welfare centers for the disabled, etc.). Next, the study proposed that both types of operation plans must reflect career development path for the job and basic job skills as the common educational contents regarding the curriculum system. The study then proposed various learning types depending on the operation plan of each type (e.g. a team system between a regular employee and a disabled employee; joint division of job by worksite focusing on bundled/mixed connected/ intermittent type according to the selection of base worksite; and division of work by job schedule). Also, the study proposed in the two types of operation plans strengthening employment status to an independent level, job sharing (partial cooperation), job sharing (overall sharing), and promotion and job switch as the standards of qualification and evaluation that the disabled can achieve after finishing their education. In terms of operation strategy, the study similarly covered constant practical training based on job schedule, short/long-term special lectures in meeting rooms, and dispatch and exchange between worksites for the two types of operation plans. Conclusion: It is necessary to integrate and converge the two types of operation plans at this moment which lacks the installation and operation of worksite-affiliated lifelong educational facilities for the job education and training of the persons with disabilities. Key words : worksite-affiliated, lifelong educational facilities for the persons with disabilities, operation plan Corresponding Author: Kim, Young-Jun. University of Hawaii, Dept. of Vocational Education & Workforce Development. Manoa 2500 Campus Road Honolulu, USA. helperman20@hanmail.net

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23 ,,,,, (2013).. (2), (2015).. (1), (2016). (HRDP). (4), ,,,,,,,, (2016). :.,, (2011).. (1), (2016).. (1), (2013). :. (2014)... (2014). : ,,, (2008).. (1), ,,,,,,,,,,,, (2016). :. (2006).. (3), (2014).. (2), (2016).. (2), (2006)...,, (2015). :. (2), (2014). :. (2016). (NCS).. (2016)...

24 ,, (2012).. (4), (2013). :.., (2011).. (4), (2015). :. (2010). :.,, (2013). :.,, (2014). :. (2015).. (1), ,,, (2010). :., (2015).. (1), (2010)..., (2015). :. (3), ,, (2012).. (1), (2016). ( ). :. Brolin, D. E., & Lloyd, R. J. (2004). Career development and transition services: A functional life skills approach (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Cronin, M. E., Patton, J. R., & Wood, S. J. (2007). Life skills instruction: A practical guide for integrating real-life content into the curriculum at the elementary and secondary levels for students with special needs or who are placed at risk (2nd ed.). Austin, TX: PRO-ED. Eisenman, L. T., Tanverdi, A., Perrington, C., & Geiman, A. (2009). Secondary and postsecondary community activities of youth with significant intellectual disabilities. Education and Training in Developmental Disabilities, 44, Heward, W. L. (2006). Exceptional Children: An Introduction to Special Education. Pearson International

25 Edition. Marchall, T., Rapp, C. A., Becker, D. R., & Bond, G.(2008). Key factors for implementing supported employment. Psychiatric Services, 59, McDonnell, M., & Hardman, M. L. (2010). Successful transition programs: Pathways for students with intellectual and developmental disabilities (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.. Mercer, C. D., Mercer, A. R., & Pullen, P. C. (2011). Teaching students with learning problems (8th ed.). NJ: Pearson. Palmer, S. B., Wehmeyer, M. L., Shogren, K. A., Williams-Diehm, K. L., & Soukup, J. H. (2012). An evaluation of the beyond high school model on the self-determinatino of students with intellectual disability. Career Development and Transition for Exceptional Children, 35(2), Papay, C. K., & Bambara, L. M. (2014). Best practices in transition to adult life for youth with intellectual disabilities. Career Development and Transition for Exceptional Individuals, 37(3), Prater, M. A. (2007). Teaching strategies for students with mild to moderate disabilities. Boston, MA: Allyn and Bacon. Rogan, P., Novak, J., Mank, D., & Martin, R. (2002). From values to practice: State level implementation of supported employment. Journal of Vocational Rehabilitation, 17(1), Sitlington, P. L., Neubert, D. A., & Clark, G. M. (2010). Transition education and services for students with disabilities (5th ed.). Boston, MA: Allyn & Bacon. Test, D. W., & Mazzotti, V. L. (2011). Transitioning from School to Employment. In M. E. Snell, & F. Brown (Eds.). Instruction of students with severe disabilities (7th ed.) (pp ). Upper Saddle River, NJ: Pearson Education, Inc.. Wehman, P., Brooke, V., & West, M. D. (2006). Vocational placement and careers. In P. Wehman (Ed.), Life beyond the classroom: Transition Strategies for young people with disabilities (4th ed.; pp ). Baltimore: Paul H. Brookes. Wehman, P., & Scott, L. (2012). Applications for youth with intellectual disabilities. In P. Wehman (Ed). Life beyond the classroom: Transition strategies for young people with disabilities (5th ed.) (pp ). Baltimore, MD: Paul H. Brookes Publishing Co.. Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), : / : / :

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Journal of Educational Innovation Research 2017, Vol. 27, No. 3, pp DOI: (NCS) Method of Con

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