小學提供特殊兒童入學前轉銜服務之相關因素

The Related Factors of the Transition Practices Provided by Elementary Schools before Children with Disabilities Entering Schools

成功轉銜的思維已經從「兒童準備好入小學」移轉到「學校準備好迎接兒童」，一所準備好的學校應該在「開學之前」提供重要且有意義的轉銜服務。本研究以生態系統理論為基礎，從個人、家庭、學校及地區等面向探討小學提供特殊兒童入學前轉銜服務的相關因素。研究樣本取自「特殊教育長期追蹤資料庫」(SNELS)第一波調查之小一特殊兒童，共計1,246位小學老師及734位行政人員填答問卷。研究資料以積差相關、t 考驗、ANOVA以及階層迴歸進行統計分析，結果顯示：兒童障礙影響程度、障別（視聽障、肢障、多重、自閉症）、安置類型（資源班）、班級人數、行政轉銜服務數以及地區貧富差異可以預測教師轉銜服務的數量。至於學校無障礙程度、學校規模以及學校支持特殊教育對於行政人員轉銜服務數量則有預測效果。最後，根據研究結果提出未來實務與研究方面的建議。

The paradigm of successful transition has been shifted from “getting children ready for school” to “making schools ready for children.” A well-prepared school is expected to provide essential and meaningful transition services. Based on an ecological system theory, this study involved the aspects of the individual, families, schools, and communities to explore the related factors of the transition practices provided by the elementary schools before children with disabilities entering schools. The research participants were the first graders with disabilities from the data of the first wave of Special Needs Education Longitudinal Study (SNELS). A total of 1,246 elementary school teachers and 734 administrative staff responded to the questionnaires. The data were analyzed by correlation, t-test, ANOVA, and multiple hierarchical regression analysis. The results showed that the variables concerning the degree of children’s disabilities, disability categories (visual/hearing, multiple and physical disabilities, and autism), educational placement (resource class), class size, the number of administrative transition services, and the socioeconomic status of districts predicted the number of transition services provided by teachers. As for the accessibility of schools, school size, the degree of school support for special education, were found to effectively predict the number of administrative transition services. Educational practices and future research directions were also discussed at the end of this study.