Alabang-Zapote Road, Pamplona, Las Piñas City
College of International Hospitality Management
EMPLOYMENT OPPURTUNITIES OF TOURISM GRADUATES
BATCH 2010-2012 IN UNIVERSITY OF PERPETUAL
HELP SYSTEM DALTA- LAS PINAS CAMPUS
An Undergraduate Thesis
Presented to the
Faculty of the College of International Hospitality Management Alabang-Zapote Rd. Pamplona, Las Piñas City
In partial fulfillment
of the Requirement for the Degree
BACHELOR OF SCIENCE IN TOURISM
THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES
Background of the Study
University of Perpetual Help System – DALTA is co-educational and is catholic school. It offers courses in pre-school, elementary, secondary, tertiary and graduate levels; as well as short vocational, technical and special courses. It is one of the several private schools in Las Piñas City. University of Perpetual Help System – DALTA is located at Alabang – Zapote road, Pamplona, Las Piñas City. The said University comprises with 350 students in the College of Tourism Study began from the interest to see if every Tourism graduate were able to have a job in a particular field that caters or offers tourism. So we conducted study to make out the relation of employment to majoring courses in previous years to inform the possible employment opportunities for students majoring Tourism. With a guide of our thesis adviser, study specified and narrowed to employment opportunities of the Tourism of the College of International Hospitality Management of UPHSD SY 2010 – 2011 and 2011-2012.
Review of Related Literature and Studies
This section contains ideas and information relevant to this study. These ideas and information are categorized into two, namely; related literature and related studies, otherwise known as conceptual literature respectively. Conceptual literatures are those obtained from books, periodicals, documents, while research literatures are those taken from the findings of completed researches.
Nature of the Work
Special education teachers work with children and youths who have a variety of disabilities. A small number of special education teachers work with students with severe cognitive, emotional, or physical disabilities, primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, using or modifying the general education curriculum to meet the child's individual needs and providing required remedial instruction. Most special education teachers instruct students at the preschool, elementary, middle, and secondary school level, although some work with infants and toddlers. The various types of disabilities that may qualify individuals for special education programs are as follows: specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are identified under one or more of these categories. Early identification of a child with special needs is an important part of a special education teacher's job, because early intervention is essential in educating children with disabilities. Special education teachers use various techniques to promote learning. Depending on the student, teaching methods can include intensive individualized instruction, problem-solving assignments, and small-group work. When students need special accommodations to learn the general curriculum or to take a test, special education teachers ensure that appropriate accommodations are provided, such as having material read orally or lengthening the time allowed to take the test. Special education teachers help to develop an Individualized Education...
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