心智障礙者高職畢業後轉銜歷程之探究－以心智障礙者及其家長角度出發

本研究透過我國相關法律、社會福利政策及服務來了解目前心智障礙家庭在高職畢業的轉銜歷程，並基於服務使用理論，分析影響家庭過往決策的因素，理解心智障礙家庭資源選擇的原因。　　在研究結果發現，心智障礙學生家長仰賴學校提供之資訊，且過程中缺乏非正式資源的經驗及資源分享，因此心智障礙家庭在轉銜過程中容易遇到困難。本研究統整心智障礙家庭轉銜遇到困難的原因有三：缺乏資訊來源、心智障礙學生能力受限及資源可近性低。另外，亦發現心智障礙學生因長期未有自我決策的機會，及缺少討論畢業規劃的對象，因此家長長期代替心智障礙學生做決定，導致心智障礙學生在轉銜過程中缺乏參與機會；家長期待心智障礙學生能有獨立經濟的能力，因此選擇資源時會希望社會福利服務提升孩子的能力，使其達成期待，而心智障礙學生則以父母的期待為自己未來生活的目標。　　根據上述研究結果提出建議，在家庭層面的部分，建議家長可透過參與支持性團體，以獲得經驗交流及心理支持，也可以增加家庭溝通的機會，並且在日常生活協助心智障礙學生進行決策，提升其自立生活的機會；而在學校層面，學校老師應透過多元的教學模式，增加心智障礙學生自我決策能力，並且在轉銜過程中，應同時與學生及家長共同討論並制定轉銜計畫，老師亦可透過資訊分享建立家長之間溝通的機會。

關鍵字

心智障礙學生；高職；轉銜；自我決策

並列摘要

The study is based on the relevant laws, social welfare policies and services in Taiwan to understand the current transition process of mentally disabled families after their child graduate from vocational high school; and based on the theory of service use to analyze the factors that affect the family's past decision-making, and to understand the reasons for the choices of resources for families with mental disabilities. 　　The result shows that parents of mentally disabled students rely on the information provided by the school, however, there is a lack of informal resource experience and resource sharing in the process. Hence, families with mental disabilities are likely to encounter difficulties during the transition process. There are three reasons of the difficulty in integrating families with mental disabilities: lack of information sources- limited abilities of students with mental disabilities, and low availability of resources. In addition, it is also found that students with mental disabilities have not gain the opportunity to make decisions on their own for a long time, and little individuals to discuss their graduation plans. Consequently, parents determine on behalf of students with mental disabilities continually, resulting in lack of opportunities for students to participate in the transition process. Furthermore, parents expect students with disabilities to be financially independent. Thus, while choosing resources, they suppose that social welfare services would enhance their children's ability to achieve their expectations, while these students take their parents' expectations as their future life goals. 　　According to the above research results, suggestions are made. For those families, it is suggested that parents can participate in support groups not only to obtain experience exchange and psychological support, but also to increase the opportunities for family communication. Furthermore, it is critical to assist students with mental disabilities in their daily life to make decisions and to help them to be on their feet. As for schools, teachers should support the self-determination ability of students with mental disabilities through a variety of teaching models. And, they should discuss and formulate transition plans with students and parents at the same time. Teachers can also create opportunities for communication between parents through information sharing.