高職特教班智能障礙畢業生所從事職務要求之調查初探

An Exploratory Survey of the Job Requirements of Employed Graduates with Intellectual Disabilities in Senior Vocational High Schools

吳劍雄(Chien-Hsiung Wu) ； 陳靜江(Ching-Chiang Chen)

《復健諮商》 第1期 (2007/06) Pp. 17-46

https://doi.org/10.30123/RC.200706.0003

摘要

本研究旨在探討高職特教班智能障礙畢業生所從事職務要求，以及不同職務之要求在高職特教班智能障礙畢業生是否有差異及其差異爲何。本研究根據教育部特教小組所提供之高職特教班畢業生就業狀況資料，選取其中畢業生較常從事之七種職務，共114位就業中之智能障礙者，包括：27位清潔員、21位烘焙助手、22位作業員、15位廚房助手、11位洗車助手、10位超商助手與8位包裝員。本研究以「職業分析表」實地調查職場人員，以分析其智障員工之工作內容；在本研究中主要就該職務之生理條件、工作環境及工作技能等三方面來探討其要求與差異情形。
研究結果顯示，高職特教班智能障礙畢業生較常從事之七項職務在工作要求等三方面有不同程度的要求，在生理條件要求有站立、走動、搬動、彎腰、雙手操作、伸手、握持、抓取、聽覺辨別、視覺辨別、嗅覺辨別、觸覺辨別、大小辨別、形狀辨別、顏色辨別、地理方位辨別、物品空間位置辨別；而在工作環境要求有室內工作、需要接觸水或清潔劑、噪音、有食物在旁邊、工作時有人進出；最後在工作技能上則強調主動工作性、耐力、工作活動範圍、辨識材料器具技能、判斷力、安全觀念、合作團隊精神、與他人互動能力、配合調整工作步調，另外不同職務間之要求上也有些差異。根據研究發現，本研究也針對高職特教班智能障礙職業教育課程與就業轉銜之規劃，提出幾項建議以供參考。

關鍵字

高職特教班智能障礙畢業生 ； 工作要求 ； 職務分析

並列摘要

This survey explored the job requirements of 114 graduates with intellectual disabilities in senior vocational high schools, and analyzed whether or not the work requirements differed when applying to these graduates with intellectual disabilities. The researchers utilized the data from the Ministry of Education's Division of Special Education on employment statistics of senior vocational high school special education class graduates. A total of 114 samples from seven jobs that graduates tended to go into were recruited, including 27 janitors, 21 bakery assistants, 22 assemblers, 15 kitchen assistants, 11 car washing assistants, 10 supermarket assistants and 8 coverers. ”The Job Analysis Inventory” was used to investigate the worker 5 on the job site to gain the work requirement data. These job requirements mainly included three domains: physical conditions, work environment and work skills.
The results showed that the requirements of seven jobs involved the following physical conditions: such as standing, going around, moving, bending down, ambidexterity, stretching, holding, grabbing, sense of audition, sense of sight, sense of smell, sense of touch, distinguishing size, distinguishing shape, distinguishing color, distinguishing geological position, position in a room. Several work environment requirement were identified, including working indoors, working outdoors, need of being in contact with water or detergent, having food nearby, people going in and out when working, The work skills required of these jobs mainly included actively working, stamina, working area, recognition skill, understanding, safe concept, interacting ability, and working pace adjustment. The differences existing on the requirements for different jobs were indicated and discussed. Finally, based on these results, this research brings up a few suggestions for related authority on employment transition planning for students during the senior vocational high schools.

並列關鍵字

graduates with intellectual disabilities in senior vocational high schools ； work requirement ； job analysis