Life design counselling with a learner from a vocational school setting

Abstract

Worldwide, the estimated prevalence of intellectual disability in developed countries is between 2% and 3% (Foskett, 2014). As a developing country, the South African Government show signs of taking the necessary steps in including persons with disabilities in the general workforce (Department of Social Development of the Republic of South Africa, 2015).

Forthrightly, post school options for learners from special schools are limited (DSD, DWCPD & Unicef, 2012) and, historically, they have been encouraged to pursue work encompassing basic skills, with little or no autonomy – and denied opportunities in the formal sector.

The study aims to explore the value of implementing life design counselling as a means to educate and prepare learners from the vocational school setting (learners with intellectual/mental disability) for opportunities after the completion of their formal schooling; and encourage debate around the training of the relevant role players. Moreover, to counter the adverse thinking the learners – and teachers and parents – may be participating in. Through the comparison of the value the learners ascribe to their current career guidance/counselling and when supplementing life design counselling to the already implemented model; the learners are introduced to innovative/novel options and guided through the process with support.

The quantitative findings of the study did not confirm nor refute the assumption of the intervention resulting in an increased career adaptability for the participant. Even so, the qualitative findings supported the aims of the intervention. The participant was able to, and expressed wanting to continue to, construct his concept of self within his systems of functioning, while also actively pursuing his vocational choices and the means to attaining them. Overall, the researcher found the life-design approach used in the study highly applicable to the participant and the context in which the study was conducted.

The possibilities and limitations from this study could promote further research in the vocational schooling sector, equipping the role players to better service the demarcated category of learners (learners with intellectual disability).