灰色GM（0,N）於國中特殊教育學生職業教育學習成效之研究

自18世紀歐洲產生特殊教育學校以來，歷經了19世紀治療教育學理論以及20世紀的早期診斷與教育訓練的概念。由於台灣也已經進入已開發的國家，因此特殊教育也正在台灣蓬勃的的發展。根據政府目前的政策，台灣的特殊教育在剛剛開始時，是針對特殊教育學生進入社會所需要的能力做整合，因此偏重在工作認知概念、建構共同基本工作技能之工作習慣和情意養成的工作態度三大構面上。進入21世紀之後，教育部增設了涵蓋有健康服務群、環境服務群及生命服務群三大群的專業技能，做為因應特殊教育學生就業之需求。因此本文以特殊教育學生進入社會所需具備的三大方向做為主軸，以桃園地區某國民中學之特教學生為研究對象，根據十二年國民基本教育身心障礙相關之特殊需求領域課程綱要內容，進行知識、技能與態度等面相之問卷調查，以配合將來進入職場之需要。整體問散建構了22個分析因子，利用問卷調查得出相關之數值，接著使用灰色系統理論的灰色GM（0,N）模型做數值的量化評估，得出各個影響因子的權重，藉由分析權重的結果而進行排序及問卷項目的修飾，使得教學者可以依循該所德之結果，根據學生當下之能力表現及需求，調整教學內容及課程的規劃。

關鍵字

特殊教育；就業之需求；問卷調查；灰色GM（0,N）模型；權重；排序

並列摘要

The special education school was first introduced in Europe in the 1800's, followed by therapeutic education theory in the 1900's and early diagnosis and educational training in the 2000's. As a developed nation, Taiwan has witnessed tremendous development of special education. At its early stage of development, special education in Taiwan aimed specifically at enabling students to possess integrated abilities for social needs. Therefore, it focused mainly on job cognitive concept, fostering common basic job skills and habits, and emotional cultivation. In advent of the 21st century, three additional professional skills are mandated by the Ministry of Education, including health service, environmental service and life service, to provide job needs for students. The three job needs serve as the main axes of this study. Special education students of a middle school in the Taoyuan city serve as research subjects. This study conducted, on the basis of the curriculum outlines of disabled students-related special needs areas listed on the 12-year fundamental education, investigated special students as to job-needed knowledge, skill and attitude. A total of 22 factors were identified. The grey GM(0,N),which was implemented to compute the data obtained from the questionnaire survey, generated the weight analysis of factors. The weight analysis result was then subject to weight sorting and questionnaire item revising. This study can serve as a guide whereby Instructors can adjust instructional content and curriculum planning in reference to students' abilities and needs.

並列關鍵字

Special education ； Social needs ； Grey GM(0,N) ； Questionnaire survey ； Weight

參考文獻

US Department of Labor, https://www.dol.gov/, 2022, Taiwan.

Google Scholar

Gary M. Clark, Sharon Field, James R. Patton, Donn E. Brolin, Life Skills instruction: a necessary component for all students with disabilities a position statement of the division on career development and transition, Career Developmentfor Exceptional Individuals, vol. 17, no. 2, pp. 125-133, 1994.