高職階段特殊教育教師轉銜服務相關知能之研究

A Study of Knowledge and Skills Related to Transition Services for Special Education Teachers in Senior Vocational High Schools

楊純斐(Chun-fei Yang)

指導教授 ： 徐享良

中臺科技大學/護理學院/文教事業經營研究所/碩士(2011年)

摘要

本研究旨在瞭解高職特殊教育學校及高職特教班教師在轉銜服務相關知能的現況。以自編特殊教育教師轉銜服務相關知能之問卷為調查工具，選取臺灣地區國立特殊教育學校及公私立高職特教班之特殊教育教師為研究樣本，分為北、中、南、東四區，有效問卷242份，佔發出問卷300份之81%。資料統計分析結果顯示：(1)高職階段特殊教育教師在轉銜服務相關知能表現在「大部分符合」之程度，其中以社區實作表現最佳，其他依次為轉銜團隊合作、職前輔導知能、轉銜法規知能。(2)任教五年以下之教師在職前輔導知能得分高於任教十一年以上之教師。(3)具備特殊教育專業背景之教師在職前輔導知能得分高於其他非相關科系之教師。(4)兼行政工作之教師在轉銜法規知能的得分高於專任教師。(5)臺灣南區教師的轉銜法規知能得分高於臺灣東區教師。(6)特教年資、特教專業背景、擔任職務三項能有效預測高職階段特殊教育教師在轉銜服務相關知能表現。這些發現能做為教育行政機關與學校辦理教師研習之參考，藉以增進教師專業成長。

關鍵字

高職階段特殊教育教師 ； 轉銜服務

並列摘要

The purpose of the study was to investigate the current situations of related knowledge and skills for transition services offered by the teachers in special education classes in vocational high schools. Self-made questionnaire was used to collect the data. The participants in the study were 300 teachers selected from special education classes and special education schools in northern, central, southern, and eastern Taiwan. A total of 242 valid questionnaires were obtained with the return rate 81%. Based on the data analysis, the major findings were listed as follows: (1) Overall knowledge and skills related to transition services reached the “corresponding mostly” level. Among them, community practices ranked best, followed by teamwork in transition services, pre-service counseling knowledge, and knowledge about law and regulations in transition services. (2) Teachers working for less than 5 years got higher scores than those working for more than 11 years in pre-service counseling knowledge. (3) Teachers with special education background got higher scores than those without any special education background in pre-service counseling knowledge. (4) Teachers with administrative duties got higher scores than full-time teachers in knowledge about law and regulations related to transition services. (5) Teachers in southern Taiwan got higher scores than those in eastern Taiwan in knowledge about law and regulations related to transition services. (6) Three variables including teaching experiences in special education, professional education in special education, and administrative duties can be used to predict effectively performance in knowledge and skills related to transition services for special education teachers in vocational high schools.
Finally, practical suggestions were made for educational administration institutions and special education schools to improve in-service teacher training programs and further to promote professional growth.

並列關鍵字

transition services ； special education teachers in vocational high sc

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