高職特教班智能障礙學生轉銜評量現況與問題探討

The Current Status and Issues on Transition Assessment for Students with Mental Retardation in Senior High Vocational Schools

本文為一四年期計畫的第一年研究成果，其最終目的在嘗試發展適合高職特教班之轉銜評量系統，第一年先針對目前有高三學生之高職特教班，分析其在轉銜評量之實施現況與問題。根據問卷調查與座談結果，發現特教組長參與轉銜評量有關工作最多且比例也最高，其次是導師，主要負責處室則以教務處和輔導室居多。教師最常使用課堂觀察來評量學生，訪談學生次之，第三為訪談家長；在評量學生家庭時，最常使用的方式是訪談家長，其次為訪談學生，第三為參考就學資料；並常透過訪談雇主、實地觀察記錄與訪談學生／家長來評量學生可能之工作環境。在自評其實施程度，教師均給自己不錯的評價，在七點量尺上，其平均數均在四分以上。至於在評量學生、家庭或工作環境其遭遇最多的困難均是缺乏評量工具，其次為缺乏專業團隊支援，缺乏轉銜評量知能居第三；也有半數的教師抱怨在評量學生與家庭時，行政單位支持不足、家長配合度不高，而在評量工作環境時，雇主配合度不高；只有四成的人會抱怨沒有時間評量，足見發展有關評量工具，提供相關專業支援，提昇教師的轉銜評量知能實乃當務之急。本研究並調查家長對其子女轉銜之意見，以供本研究發展後續評量工具與系統之參考。

This study intended to develop an appropriate transition assessment program for students with mental retardation in the junior high vocational schools, spanning four years. This report was the outcome of the first year study.The purpose of this study in the first year was to investigate the current status and issues of utilizing the assessment on transition planning and related services of students with mental retardation in the 38 senior high vocational schools. Three questionnaires were developed to gain the opinions from 38 administrators, 76 special education teachers and 355 parents. The round table discussion was also followed to explore the application of assessment on transition planning.The results indicated the special education officer and the class teacher were the major person responding to the transition related service. The strategies most often used by teachers included classroom observation, interviews with students and parents on assessing the students, family and work environment. The teachers reported above average degrees of administration on transition assessment of three domains on a 7 point rating scale, ranging from 4.32 to 5.75.The problems and obstacles encountered by administrators and teachers mainly included the lack of assessment instrument, the need of administrative and professional supports, the need of promoting the knowledge on transition assessment. Finally, the expectations and opinions from the parents were also examined.