特教學校高職畢業生運用福利服務之研究

Abstract

本研究採用質性研究方法，以北部某特殊學校五位畢業生的家長為研究受訪對象。研究者擬從智能障礙畢業生及其家庭的角度，深入瞭解其對福利服務需求與使用的情況，探討其尋求並使用福利服務的歷程，本研究結果說明如下： 一、智能障礙畢業生的需求是非常個別化、全面性、且延續性的。而背負著長期照顧的心理壓力家長，亦期望被同理，並獲得自我充實與專業訓練的機會，同時也能獲得多元轉銜訊息與服務管道。 二、家長普遍認為資源「不足、不均、不符」，相關服務系統間的橫向聯繫亦缺乏一個統整的、主動的服務機制。 三、在子女畢業前早有規劃的家長，會有較充裕的時間來處理子女畢業後的問題。而家長的教育程度、社經地位似乎有助於資源的取得與困難的排除，亦比較希望獲得服務更勝於經費補助。 研究者依據研究的結論提出建議，以作為學校、家長、政府相關單位及未來相關研究之參考。

The Research of the Graduates With Intellectual Disability Employ the Welfare Service in Special Education High School

The researcher adopted a qualitative research to explore the process which is how to search for and how to employ the welfare service by the parents who have the graduates with intellectual disability from special education high school in Northern Taiwan. Five parents were invited to be co-researchers in this study. The focus of this study was the view of the graduates with intellectual disability and their parents. The findings are summarized as follows: 1. The special needs of the graduates with intellectual disability are very individualized, diversified, and constant in welfare service. On the one hand, the parents expected that their stress result from taking care of their children with intellectual disability could be empathized by others. On the other hand, they also expected to get the opportunities to enrich the knowledge and to get the information to understand the transition program, such as from school to institution, or workplace. 2. Generally speaking, the parents who have the graduates with intellectual disability thought that the resource in welfare service is insufficient, uneven, and unmatched. Also, they considered that association among the service institutes was lack of an effective and integral communication for providing the services. 3. The parents who have the graduates with intellectual disability intended their children to manage their life as soon as possible, they seem to get more time to deal with the transition problems when their children graduated. However, the parents with high education background and high social economy status seem to get better resources and problems solved. The parents also expected to obtain more public welfare service rather than the benefit The findings of the research inferred that suggestions for the special education in high school, the parents who have graduates with intellectual disability, the government as well as the studies in the future.