共查询到19条相似文献，搜索用时 109 毫秒
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聋人大学生就业问题备受国家和社会各界关注。提高聋人大学生综合素养、提升就业竞争力迫在眉睫。文章从教育公平视角概括聋人大学生就业现状,探索聋人大学生就业被动性原因,从政府、社会、企业等方面分析聋人大学生就业竞争力的影响因素,从而有针对性地提出提升聋人大学生就业竞争力的几点对策和建议。 相似文献
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2013年699万名全国高校毕业生让就业形势变得异常严峻,这无疑给社会竞争力远不如正常大学生的聋人大学生带来巨大的冲击。本课题从服装行业人才需求特点入手分析聋人大学生的职业素质现状,分析聋人大学生就业问题,研究提高聋人的职业素质的途径。 相似文献
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河南省聋人大学毕业生就业现状调查及分析 总被引：1，自引：0，他引：1
孟繁玲 《河南师范大学学报(哲学社会科学版)》2008,35(2):229-231
聋人大学生就业难一直是个社会问题。为了科学、全面地了解聋人大学生就业状况,中州大学在河南省残疾人联合会的支持协调下,对河南省十多个地区进行了为期近一年的调查。为了提高调查效益,中州大学特殊教育学院先后派出30多人次,深入各地进行实地调查,获得了重要的第一手资料。在调查研究的基础上,我们提出以下建议供有关部门参考。加大教育投入,不断提高聋人大学生的社会竞争能力;建立聋人大学生就业社会援助体系;营造聋人大学生就业的支持性环境。 相似文献
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随着社会经济的发展,我国聋人高等教育迅速发展,聋人高等教育入学率逐年增长,随之而来的聋人大学生就业问题也日益凸显。聋人大学生对就业市场的高预期、社会交往的回避性和依赖性等就业心理特点,进一步阻碍其适应劳动力市场。而职业生涯教育能够帮助聋生正确认识自己,科学合理地进行职业生涯规划。包括:营造聋人大学生职业生涯规划的良好氛围;应引进职业测评系统,让聋人大学生能够准确地定位自己;开展聋人大学生职业生涯教育课程和课外教育活动;依托心理健康教育和咨询,开展聋人大学生的职业生涯教育;利用网络平台,开展聋生职业生涯辅导。 相似文献
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中、美大学聋人大学生就业服务支持体系对比研究 总被引：2，自引：0，他引：2
聋人大学生的就业具有重大的社会意义和现实意义。世界上最大的聋人技术学院——美国罗切斯特聋人工学院在促进聋人大学生就业方面取得的成功经验值得我们借鉴：一是制订适合我国国情的校内外开放式合作的教育计划;二是建立聋哑大学生就业跟踪调查档案;三是建立立体化的就业信息平台,进行校内外推广活动;四是根据聋生特点进行教学方法设计,注重综合素质培养,提高聋生社会竞争力。 相似文献
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当前,大学生就业竞争日益激烈。残疾大学生就业,不仅关乎残疾大学生个人和家庭的切身利益,而且直接影响着残疾人高等教育事业的正常发展和谐社会的构建。而在我国各类残疾大学生中,聋人大学生就业是个大难题。文章重在分析残疾大学生就业的特点、制约因素,在此基础上,提出国家应完善相关法规,企业社会责任履行,探索改革特殊教育模式,为聋人大学生提供就业服务支持等建议。 相似文献
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聋人大学生是一个特殊群体,兼有残疾人和大学生的双重特性。当前聋人大学生在人生态度、生活观念、就业观念等方面存在一些问题。在分析产生这些思想问题的原因基础上,建议通过创设良好大学校园文化、发挥新媒体的优势等举措,不断加强管理和沟通,进而有效地改变聋人大学生的思想问题,提升他们的整体素质。 相似文献
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目前,河北省大学生就业形势依然比较严峻。用人单位和高校在促进大学生就业上还存在着一些局限,因此,推动理工科大学生,特别是女大学生进行就业自助工作十分必要。理工科大学生,特别是女大学生应通过专业实践培训、就业技巧培训、主动联系就业单位、考研和从事能发挥女生优势的工作等途径进行有效的就业自助。 相似文献
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大学生毕业人数逐年上升,城镇新增劳动力和农村富余劳动力过剩,大学生就业面临巨大的压力,由于就业心里不成熟,职业规划刚起步,面对全球经济危机,我们要鼓励学生先就业,开拓就业市场,做好09年的学生就业工作. 相似文献
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据调查显示,越来越多的残疾人迈入了大学接受高等教育,但是受就业大环境的影响,加上残疾大学生自身的生理和心理特点,他们的就业难问题尤为凸出。以某大学某学院的听障大学生做研究对象,通过文献检索分析、问卷调查和个案访谈等研究方法,分析听障大学生的特殊性,并对其就业现状和困境做了描述,在社会学的社会支持理论视角下,通过正式社会支持和非正式社会支持两大方面,对听障大学生的就业指导问题做了初步探索。 相似文献
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Lukomski J 《Journal of deaf studies and deaf education》2007,12(4):486-494
This study examined differences between deaf and hearing students' perceptions of their social emotional adjustment as they transition to college. The 16PF-Adolescent Personality Questionnaire Life Difficulties Scale was completed by 205 deaf students and 185 hearing students. A multivariate analyses of variance and subsequent univariate tests found that deaf students rated themselves as experiencing significantly higher home life difficulties than hearing students, and deaf students rated themselves as having fewer coping difficulties than hearing students. Results also revealed a hearing status by gender interaction with deaf females rating themselves significantly higher on worry than deaf males, hearing females, and hearing males. An exploratory factor analysis of the Life Difficulties subscales yielded three factors of life difficulties for deaf college students but only two factors for hearing college students. These findings suggest that there are differences between deaf and hearing students who are transitioning to college with regards to their social-emotional adjustment. 相似文献
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Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension. 相似文献
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Kersting S 《Journal of deaf studies and deaf education》1997,2(4):252-263
This qualitative study of the social aspects of mainstreaming from the perspective of deaf college students indicates that for some students, social adjustment to college is complicated by experiences of separation and alienation from both deaf and hearing peers. Data were collected through open-ended interviews with deaf students who had little or no previous experience with or exposure to deaf culture or language before their arrival at a mainstream college environment. Feelings of isolation, loneliness, and resentment were most intense during orientation and first year, when alienation from the deaf student community appeared to be caused by lack of sign language skills, unfamiliarity with norms and values of deaf culture, and perceived hostility from deaf peers. Simultaneous experiences of separation from hearing peers appeared to be caused by physical barriers inherent in the classroom, residence hall, and cafeteria environments, as well as by discrimination from hearing peers, who tended to stereotype deaf students. Findings suggest that those involved in the administration and delivery of postsecondary programs for the deaf should investigate the experiences of students who arrive on campus without knowledge of sign language or familiarity with deaf culture and evaluate currently existing programs and services designed to meet these students' needs. 相似文献
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IN A QUALITATIVE STUDY, the researchers documented the perceptions of deaf and hearing ethnically diverse university faculty and staff regarding issues related to the education of ethnic-minority deaf college students. These experienced educators commented on the importance of ethnic-minority role models for deaf college students, the academic preparedness of ethnic-minority deaf students, these students' level of comfort on campus, and the success of institutional efforts to increase awareness regarding ethnic diversity. The insightful reflections of these diverse educators can be informative in improving the educational experience of ethnic-minority deaf students. 相似文献
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加入WTO后大学生就业问题的社会学思考 总被引：1，自引：0，他引：1
我国加入WTO后，激烈的人才竞争使就业问题突显起来，大学生就业也呈现出一些新特点，为此，必须深化高等教育改革，完善大学生就业机制，为大学生充分就业创造机会和条件。 相似文献