智能障礙學生就業能力初評表之編製研究

Abstract

本研究旨在編製「智能障礙學生的就業能力初評表」，探討智能障礙學生的就業能力，期望能藉由初評表提供學生、教師及家長了解學生的就業能力現況。研究參與者包括12位德懷術專家群，以及北市高職綜合職能科與北市特殊教育學校參與實習高三學生的導師及職業實習專任教師。研究方法為使用德懷術問卷調查法，以完成「智能障礙學生的就業能力初評表」，並將此量表作為團體差異比較的研究工具，接著收集38位智能障礙學生的教師使用該初評表所獲得的資料，以描述性統計、獨立樣本t檢定與獨立樣本單因子變異數分析。結果發現：北市高職綜合職能科學生的表現能力顯著地高於北市特殊教育學校高職部學生，其中發現在日常生活自理能力、功能性學科能力與工作表現三個領域具有顯著性（p﹤.001）。輕度智能障礙學生在各領域表現，明顯優於中、重度智能障礙學生，而中度智能障礙學生在各領域能力表現亦優於重度智能障礙學生。且北市高職綜合職能科學生能力表現排序與輕度障礙學生能力表現排序近似性高，而北市特殊教育學校高職部學生能力表現與中、重度智能障礙學生能力表現排序近似性高。最後，根據研究結果，建議教師可透過「智能障礙學生的就業能力初評表」提供初步職業輔導評量，並作為提報學生參與深度職業輔導評量時的參考資料之一。

The main purpose of this study is to develop the employability screening scale for students with intellectual disabilities in order to differentiate students referring for vocational evaluation and rehabilitation services as they graduate. This study adopted the Delphi technique involving 12 professional and special education teachers in the process of scale construction. Another 38 students with intellectual disabilities were selected for the purpose of construct validation the scale. As the study progressed through the three phases of the Delphi study, items were eliminated or modified from the original list based on the ranking responses of the participants. Finally, the scale was used to verify the differences between levels of disabilities. Results showed that the scale could differentiate different levels of disabilities in terms of their employability. Suggestions were provided for special education teachers to use this employability screening scale for students with intellectual disabilities as an initial vocational evaluation.