高功能自閉症與亞斯伯格症學生生涯轉銜之探討

Career Transition for Students with High Functioning Autism or Asperger Syndrome

簡伶寧(Ling-Ning Chien) ； 梁碧明(Pi-Ming Liang)

《特教論壇》 6期 (2009/06) Pp. 26-35

https://doi.org/10.6502/SEF.2009.6.26-35

摘要

本文首先介紹生涯與生涯規劃的內涵，進而說明轉銜的定義及生涯轉銜之意涵與重要性，最後提出針對高功能自閉症與亞斯伯格症學生生涯轉銜之建議，如下所述：
（一）高功能自閉症與亞斯伯格症學生能力分佈之掌握
（二）生涯轉銜課程之設計與實施
（三）職業選擇之特殊性
（四）生涯轉銜評量之多元、持續與整體性
（五）自我決策能力的發展與重視
（六）家庭參與
（七）提昇社區的認同與接納
「轉銜」概念在我國愈見普及，期待國內有更多關於高功能自閉症與亞斯伯格症學生生涯轉銜之相關研究，協助其發揮優勢，並將障礙化爲助力。

關鍵字

生涯轉銜 ； 高功能自閉症 ； 亞斯伯格症

並列摘要

This article introduces the definitions of career, career planning, transition, and career transition. Several recommendations are provided in the issue of career transition for students with High Functioning Autism or Asperger Syndrome.
1. Understand the capabilities of students with HFA or AS.
2. Design and implement the curriculum of career transition.
3. Recognize the special needs for occupation options.
4. Use multiple, continued, and comprehensive evaluation.
5. Develop self-determination and self-advocacy
6. Encourage family involvement
7. Promote community acceptance
Recently, the concept and importance of transition has been recognized in our society. We expect to see more studies in such area for students with HFA and AS in order to promote their strengths and accept their deficits.

並列關鍵字

Career Transition ； High Functioning Autism ； Asperger Syndrome

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宋維村()。,未出版。