Abstract
The objective of this study is to investigate the impact of career education by utilizing both senior mentoring on the career decision-making self-efficacy and career construction capacity of students with intellectual disabilities who are in a transition age. There was a total of 25 participants in the study; including 20 students (10 students as the experimental group and 10 students as the controlled group) in high school special classes and special school vocational classes, and five adults with disabilities as senior mentors. The career education program consisted of 17 lessons and was provided over four months. The study evaluated the effects of the career education through the use of pre- and post-test controlled groups. Results showed that the career decision-making self-efficacy of students with intellectual disabilities in the experimental group was significantly improved in comparison to the students in the controlled group; furthermore, the career construction capacity of students in the experimental group was also significantly improved. This study’s implications include proposing specific and practical appoaches to career education for students with intellectual disabilities who are in a transitional age. In addition, this study helps to extended the career education model due to its inclusion and application of senior mentoring programs to career education.
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