高職特教班教師及就業服務人員在就業轉銜服務中專業角色之探討

The Roles of Special Educators in Vocational Senior High Schools and the Roles of the Job Coaches in Transition Services

尤淑君(Shu-Chun Yu) ； 吳亭芳(Ting-Fang Wu)

《復健諮商》 3期 (2009/05) Pp. 47-76

https://doi.org/10.30123/RC.200905.0003

摘要

本研究探討高職特教班教師及就業服務人員在高職特教班學生就業轉銜服務中，對自我及他人專業角色期待。研究者以自編問卷調查台北縣市高職特教班教師122人，就業服務人員67人，並以SPSS11.5版套裝統計軟體進行資料分析，研究結果如下：
一、高職特教班教師在就業轉銜服務中應該扮演「轉銜服務計畫」、「轉銜評量」、「就業轉銜能力相關教學與輔導」、「職場實習課程」、「學生與家長參與」和「專業互動與合作」等工作角色，但「離校後就業轉銜」較不被認爲是教師應主導的工作。
二、就業服務人員以「離校後就業轉銜」工作爲主要的專業角色，此外也應該參與「轉銜評量」、「就業轉銜相關能力教學與輔導」、「學生與家長參與」與「專業互動與合作」等工作。但就業服務人員不認爲「轉銜服務計畫」及「職場實習課程」是自己的工作角色，不過教師對就業服務人員卻有高度期待。
三、不同任教地區、特教專業訓練背景，及有無與就業服務人員合作經驗的高職特教班教師；以及不同服務地區、職務、及有無與高職特教班教師合作經驗的就業服務人員，在部分角色期待上具有差異。
四、教師和就業服務人員在就業轉銜服務中，應共同扮演「轉銜評量」、「就業轉銜相關能力教學與輔導」、「家長與學生參與」及「專業互動與合作」等工作角色，且教師是主要負責人。就業服務人員應主導「離校後就業轉銜」的工作。「轉銜服務計畫」和「職場實習課程」中部分工作角色較不明確，仍有待釐清。

關鍵字

高職特教班教師 ； 就業服務人員 ； 轉銜服務 ； 專業角色

並列摘要

The purpose of this study was to explore the role of special educators and the role of job coaches in helping students with disabilities transiting form school to work. A self-designed questionnaire developed through extensive literature review was used to collect data. 122 special educators and 67 job coaches in Taipei City and in Taipei County replied the questionnaire and the data was analyzed by SPSS 11.5. The results indicated the followings:
1. Special educators should play significant roles in ”developing students' transition plans”, ”conducting related assessments”, ”instructing curricula related to employment”, ”implementing community-based training in jobsites”, ”empowering parents and students in the process of transition”, and ”coordinating professional collaboration”. However, special educators should not play the role in ”providing job placement activities for students”.
2. Job coaches should play significant roles in ”conducting related assessments”, ”instructing curricula related to employment”, ”providing job placement activities for students”, ”empowering parents and students become in the process of transition”, and ”coordinating professional collaboration”. However, job coaches did not agree with the roles in ”developing students' transition plans” and ”implementing community-based training in jobsites”, which were highly expected by special educators.
3. The expectations of special educators about themselves and job coaches varied with the areas they worked in, with their professional training, and with their cooperative experiences with job coaches. Similarly, the expectations of job coaches about themselves and special educators differed from the areas they worked in, their positions, and their cooperative experiences with special educators.
4. Both special educators and job coaches should play the roles in the following four professional tasks. They were ”conducting related assessments”, ”instructing curricula related to employment”, ”empowering parents and students in the process of transition”, and ”coordinating professional collaboration”. Special educators especially should take charge of these works. Job coaches should play significant role in providing job placement activities for students with disabilities. However, some roles in ”developing students' transition plans” and ”implementing community-based training in jobsites” were not clear. Neither special educators nor job coaches want to take charges of these tasks. These tasks needed to be clarified in further studies.

並列關鍵字

special educators in vocational senior high school ； job coaches ； transition services ； professional role