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題名 | 高職特教班教師參與轉銜服務工作及其對專業合作態度之研究=Special Education Teachers' Involvement in Transition Services and Their Perception of Professional Collaboration for Students with Disabilities in Senior Vocational High School |
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作者 | 林幸台; Lin, Hsin-tai; |
期刊 | 特殊教育研究學刊 |
出版日期 | 20040300 |
卷期 | 26 2004.03[民93.03] |
頁次 | 頁1-17 |
分類號 | 529.5 |
語文 | chi |
關鍵詞 | 轉銜服務; 專業合作; Transition services; Professional collaboration; |
中文摘要 | 本研究目的在探討高職特教班教師對身心障礙學生轉銜服務中所扮演的角色,同時分析對專業合作的知覺與感受,以及此等感受與專銜服務參與程度之關連,以為建立團隊成員互動機制的基礎。根據195位高職特教班組長及導師在「轉銜服務與專業」問卷上的反應,有下列研究發現: 1.高職特教班教師(包括組長)參與轉銜服務的程度,以實務教導、職場實習、及家長參與三方面較高,接近「大部分參與」程度;在職業評量方面,則偏向「部分參與」。 2.高職特教班教師參與轉銜服務與其個人背景變項有關,擔任特教組長、年資較長者參與程度較高,而特教專業背景並未具有明顯的意義。 3.特教班教師對專業合作的態度普遍持有高度的期待與正向的反應,平均數皆在「大部分同意」以上,顯示特教班教師在推動轉銜服務工作時,頗為期待有更多專業人員的參與、肯定專業人員與教師分工的可行性、甚至期待因有彼此的合作而產生具創意的成果。 4.教師參與轉銜服務的程度有高低之別,與其服務年資、所擔任的職務、以及對專業合作的機制規範與對彼此專業能力的認同等變項有密切關係,其解釋變異量比例在11.2%~22.7%之間。 研究者歸納上述研究結果,提出釐清專業合作的角色分工、加強準教師及在職教師的實務演練、探究成功案例並推廣示範等建議。 |
英文摘要 | The purpose of this study was to explore special education teacher's involvement in transition services for students with disabilities in senior vocational high school and their perception of professional collaboration. The questionnaire of "Transition Services and Professional Collaboration" was sent to 72 schools. Results of data analyses from 195 valid responses showed that (1) Teachers involved in worksite practicum, transition instruction, and involving parent in transition planning to a certain degree, with vocational assessment as the least involvement; (2) Special education administrative personnel and those with longer work experiences had higher degree of involvement in transition services; (3) Teachers had positive perception and high expectation on professional collaboration; (4) Personal background and perception of professional collaboration could explain 11.2% ~ 22.7% variance of their involvement in transition services. Implications and suggestions are provided based on these research findings. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。