一名資優亞斯柏格症學生支持性就業歷程之探討

A Study of Supported Employment Process for a Gifted Student with Asperger’s Syndrome

本研究以臺北市某銀行為本研究的場域，採用行動研究法，探究一名兼具資優特質的亞斯柏格症學生轉銜就業的歷程。為期五個月的歷程中，研究者以觀察記錄、行為契約、反思紀錄、電話摘要、電子郵件等方式收集資料。
研究歷程中，研究者針對亞斯柏格症者的特質及職場需求，選擇合適的自我管理策略，過程中發現：(1)學生顯現沉迷網路及自閉症者固著行為，導致學生面臨就業不順的窘境；(2)研究者及就業輔導員持續教導學生行使自我管理、行為契約、增強等相關策略，透過策略的修正執行，除了協助學生邁向就業之路，進而增進其生活品質及經濟生活的獨立；(3)研究者與就業輔導員的合作默契，突破學生的就業瓶頸。
藉由本行動歷程，研究者與就業轉銜專業人員的合作，除協助資優亞斯柏格症學生踏上就業旅程外，研究者亦獲得專業上的成長。

The study investigated and described the supported employment situation for a gifted student with Asperger’s syndrome who participated in a 5 month action research project. Results of the present study included (1) the student had difficulty in obtain and maintain employment because of his autistic traits. (2) The strategy of self-management was important for the student’s employment opportunities. (3) Effective communication and collaboration between special education teacher and the student, or between the counselor and the student was essential. Implications and suggestions were also provided based on these research findings.