game2WORK

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game2WORK

• Games to help those with an intellectual
  disabilities become game to work
• Greg Carey

Flinders University 23/11/2006
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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
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game2WORK

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

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• 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 ).
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Schools develop social skills programs
explicitly teach knowledge and skills

• HOWEVER
• the skills acquired may not be generalised by the
  learner, or they may quickly become obsolete and
  redundant (Daniel, Schwier, McCalla, 2003).

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• 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)
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Workplace Social Capital (Daniel et al., 2003)

• Networks of strong personal relationships that
  develop
• trust,
• cooperation and
• collective action (Jacobs, 1965)

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In the workplace this means

• information exchange,
• knowledge sharing, and
• knowledge construction
• (Luke, 2003)

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• 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)

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• 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)

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game2WORK

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

WORKPLACE SOCIAL CAPITAL
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game2WORK

• Supporting those with an intellectual
  disabilities become game to work
• Greg Carey

Flinders University 23/11/2006
15

• 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?articleid1310
• 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.

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