中學身心障礙學生升大專轉銜活動效益之關聯因素探究

The Factors Correlated with Transition Activity Benefit for the High School Students with Disabilities Transiting to College

本研究以中學身心障礙學生為研究對象，目的在探討學生轉銜進入大專前之心理狀態、所取得之轉銜服務狀況與感受校方所安排轉銜活動對其適應未來大專生活的助益情形。研究以隨機取樣方式取得分佈於全國的57所學校的219位中學身心障礙學生，以自編「身心障礙學生中大轉銜調查問卷」為工具進行施測。資料分二個部分進行分析，第一部分以AMOS套裝程式進行線性結構方程模型分析，結果發現（1）學生擔心未來大專生活情形的心理狀態與其所取得轉銜服務多寡之間，以及學生所取得轉銜服務多寡與學生對所安排轉銜活動助益感受之間，皆具有顯著的關聯性。第二部分以SPSS套裝程式分析，發現（2）學生對未來大專生活擔心的心理狀態並不明顯，對校方所安排轉銜活動助益感受是正向的，但仍覺得所取得轉銜服務偏少；（3）不同性別、障礙程度學生在擔心、取得服務多寡、以及轉銜活動助益感受，無顯著差異，但不同安置班別學生在取得轉銜服務多寡有差異；與教師接觸多或少的學生，在擔心的心理狀態、取得轉銜服務多寡、以及轉銜活動助益感受，皆達顯著差異，是轉銜服務過程中影響轉銜服務工作及助益感受的關鍵因素。本研究最後提出中學至大專轉銜實務工作及未來研究上之建議。

The purpose of this research was to explore the worry psychological status, transition service quantity, and transition activity benefit for the high school students with disabilities to transit into college. Two hundred and nineteen students with disabilities were recruited from 57 high schools all over Taiwan by randomly sampling. With AMOS and SPSS, the research found that: (1) The correlations of students' worry / transition service quantity, and service quantity / the benefit of transition activities were significant. (2) Students didn't worry their future college life much, felt the transition activities were benefit for them to adapt in college but still felt that the service quantity was not so much enough as they needed. (3) There was no significant difference in accordance with the students with various genders and disability levels in transition worry, service received quantity, and transition activity benefit. The difference was significant in accordance with the student-teacher interaction levels. Interaction between students and teachers is a critical factor of transition service effectiveness. Based on the results there are some implications for the practices of transition services from high school to college.