- 學位論文
一位多重障礙學生升學高職轉銜之旅
The Transition Journey of a Junior High School Student with Multiple Disabilities to the Vocational High School
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摘要
本研究以行動研究探討一名國中多重障礙學生升學高職過程中所需要的個別化轉銜服務，以及在提供轉銜服務的過程中，國中教師所遭遇的困境與解決之道。這趟旅程中的主角是合併自閉症及聽覺障礙的學生，由於他本身的溝通限制與情緒行為，使得他在面臨環境轉換時更顯得難以適應，也讓這趟旅程的難度增加了。整個轉銜歷程以學生及家長兩大主軸進行分析，依據轉銜服務歷程中三個主要的問題解決過程--學生的需求、協助家長選擇安置學校的過程以及國中端與高職端教師合作的方法，呈現出在轉銜服務的架構底下，適性且個別化轉銜服務的特色。 依據轉銜架構的服務內涵，本研究在針對高挑戰性學生進行轉銜服務過程中也依據學生特質與需求，打造適性且個別化的轉銜服務。依循旅程中三個問題解決歷程，所設計出的個別化轉銜服務包含以下要素： 一、 面對學生的需求與特質：旅程中的主角是一位對於環境轉換感受相當敏感的孩子，因此在轉銜服務的歷程中更需要去注意預告的部分，透過課程介紹、參觀學校、體驗高職課程，並搭配行事曆的運用，逐步的讓他可以接受畢業的概念，減緩環境轉換的衝擊。 二、 協助家長選擇的過程：家長的參與有助於成功的轉銜，在選擇安置學校的過程中除了提供充足的資訊、參觀學校之外，也要穩定家長的情緒，並且安排家長與高職教師接觸，讓彼此留下良好的第一印象，為未來的合作加分。 三、 與高職端的交接過程：提供給高職教師簡潔、清楚的資料，將重點放在輔導策略的轉移，讓後端教師在接手時能在最短時間內掌握學生的特質，有助於縮短磨合期，做為高職教師的諮詢對象。 依據研究結果，研究者認為在轉銜服務教學實務上，針對高難度的孩子更要注意他們個別的需求與行為特質，並且提升家庭參與，提供高職教師有效的轉銜資料，以提升學生進入新環境的穩定度。
並列摘要
This study focused on the transition of a junior high school student with multiple disabilities to the vocational high school. The paper aimed to explore the needs of the student with multiple disabilities, the difficulties and the solution for the junior high school teachers in the transition. The protagonist of the journey is a student merging with autism and hearing impairment. Due to his own communication limitations and emotional behaviors, he had trouble adapting to changing environmental conditions, and it also made the trip more difficult. In general, the study was structured in two lines, the student and the parents. Also, three problems were analyzed: one was the needs of the student, another was the way to help the parents to choose the appropriate vocational high school, and the other was the way the junior high school teachers and vocational high school teachers to cooperate with each other. Therefore, this research was an action research in order to solve these problems mentioned. According to the structure of the transition service content, the process of transition services for the high-challenged student was based on his characteristics and needs to create adaptive and individualized transition services. Based on the process of problem-solving in this journey, there are three elements in the individualized transition service. 1. In the face of student’s needs and characteristics: The protagonist of this research was sensitive to environmental changing. Therefore, it’s important to let the student realize the concept of graduation in many ways such as course descriptions, visiting vocational high school, experiencing the vocational courses, and the use of calendar. 2. The process of helping parents to choose the vocational high school: Parents involvement could improve the successful transition. We should provide them with enough information, visit the vocational high school with them, and stabilize their emotion during the process of transition. Also, we could arrange a meeting between parents and vocational high school teacher to improve the cooperation in the future. 3. To connect with the vocational high school teacher: To ensure them understand the student’s needs and characteristics as soon as they can, the junior high school teacher should provide clear and short information to the vocational high school teacher. The junior high school teacher should be the information provider to help shorten the run-in period to the vocational high school teacher. According to the results, the most important thing in the transition services is paying attention to the challenging student’s individual needs and behavioral traits. In order to promote the students’ stability, we should improve the parents’ involvement and provide efficacious information to the vocational high school teachers.
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