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

Abstract

本研究主要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。研究者運用問卷調查方式，以台北縣市高職特教班教師及就業服務人員為研究對象進行資料收集，共發出問卷199份，計回收高職特教班教師122份、就業服務人員67份問卷，並以描述統計、獨立樣本t檢定和單因子變異數分析等統計方式進行資料處理與分析。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」較不屬於教師應主導的工作，且教師與就業服務人員看法一致。

二、就業服務人員在就業轉銜服務中，以「離校後就業轉銜服務」工作為主要的專業角色，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。就業服務人員不認為「轉銜服務計畫」及「職場實習課程」是自己應參與的工作角色，但教師對就業服務人員在此兩項工作有高度期待。

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，對自我及他人在部分角色上的期待具有差異。 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」中部分的工作，角色分工較不明確，仍有待進一步釐清。

根據研究結果，研究者提出發展轉銜服務制度、增進教師與就業服務人員合作、加強教師轉銜專業能力等實務及未來研究之建議。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 the following six professional tasks. They were “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”. The roles of special educators indicated by themselves were similar with the expectations of job coaches.

2. Job coaches should play significant roles in the following five professional tasks. They were “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.

According to the research results, suggestions were proposed with the aspects of establishing transition services systems, increasing cooperation opportunities of special educators and job coaches, and enhancing transition competence of special educators.