高級職業學校特殊教育班職場實習實施現況之調查研究

The Investigating Study of Current Status for Special Education Program Vocational Field Practice in Vocational High School

李忠浩(LI CHUNG-HAO)

指導教授 ： 江文雄

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2002年)

摘要

本研究旨在探討高級職業學校特殊教育班職場實習之實施現況。主要採取「問卷調查法」，以十一所高級職業學校特殊教育班實施職場實習之「行政人員及教師」、「學生家長」、「雇主」為研究對象，施於問卷調查，共寄出279份，回收212份問卷，總回收率76%。資料分析採用次數分配、百分比、平均數、標準差、排序、卡方考驗、單一樣本t考驗、單因子變異數分析及雪費事後比較分析等統計方法。
本研究主要發現為：
一、學校以高三上學期開始安排職場實習最佳；而高三以每週三天安排學生至校外職場實習最恰當。
二、校外職場實習以職場實習教師負責現場指導最多。
三、特教班實施職場實習，學生以分散於數個職場實習方式最多。
四、職場實習的地點以交通便捷即可最多。
五、特教班學生在職場實習時，最需要具備能力為基本溝通能力。
六、目前最適合特教班職場實習為麵包西點烘焙、餐飲服務生。
七、學生職場實習時，若發生適應困難較佳的處理方式為先針對觀察評估結果進行個別輔導、再協調職場工作人員重新調配工作流程或調整職務、最後才是轉換職場。
八、職場實習學生評估的項目至少應包括工作態度及工作技能。
九、特教班學生畢業後無法就業的主要原因為工作態度、工作技能、人際關係。
本研究根據上述研究發現，分別對「教育主管機關」、「學校」、「學生家長」、「雇主」及「後續研究」提出具體建議。

關鍵字

高級職業學校 ； 特殊教育班 ； 職場實習

並列摘要

The purpose of this study is to explore the current status for special education program students’ vocational field practice in vocational high school.
This study adopts “questionnaire survey”, which chooses the “administrative personnel and coaching teachers” of the special education classes in 11 vocational high schools that implemented vocational field practice, “students’ parents” and “employers” as the studying subjects, and put in use of questionnaire survey, with 279 surveys mailed, 212 of which returned, and 76% being the rate of valid sampling. The statistic analyses were frequency distribution, percentage, mean, standard deviation, sorting, chi-square test, one sample t-test, one-way ANOVA, Scheffe Post Hoc Multiple Comparisons.
The major findings of this study are:
1. It was best for school to start to arrange the vocational field practice for the 3 rd grade students at the first semester; and it was appropriate for students to arrange the vocational field practice out of school 3 days per week.
2. It was the most to have coaching teachers in charge of live guidance in the vocational field practice out of school.
3. It was the most way to have students practice in several separated vocational fields for special education program students’ vocational field practice.
4. It was the most to get the spot for students’ vocational field practice according to the convenience of transportation.
5. While the special education students were practicing in the vocational field, the ability he most required to possess is basic communicating ability.
6. Currently the most suitable vocations for the special education program students’ vocational field practice are western snacks baking and catering service.
7. While the students were practicing in the vocational field, if adjusting difficulty happened, the better way we dealt with was to proceed with the individual guidance according to the result of observation and evaluation; and then to coordinate the working staff in the vocational field to readjust the working process or adjust the job, at last transfer the vocational field.
8. The items we evaluated the students in vocational field practice should include working attitude and working technique at least.
9. The major reasons why the special education students can’t get a job after graduated were: working attitude, working technique, and human relationship.
According to the research hereinbefore, the study raised the concrete suggestions to “educational institutions”, “schools”, “students’ parents”, “employers” and “follow-up research” individually.

並列關鍵字

vocational high school ； special education program ； vocational field practice

參考文獻

江文雄（民88）。技術及職業教育概論。台北：師大書苑。

林宏熾（民89）。身心障礙者生涯規劃與轉銜教育。台北：五南圖書公司。

Brolin,D.E., & Kokaska, C.J.(1979). Career education for handicapped children and youth. Columbus, OH: Charles E. Merill.

Atwater ,E ,（1994）.Psychology for living : Adjustment, growth, and

Brolin,D.E.(1978).Life centered career education :A competency-based approach. Reston, VA: The Council for Exceptional Children.