國中身心障礙資源班教師轉銜服務知能之調查研究

Abstract

本研究旨在瞭解國中身心障礙資源班教師轉銜服務知能之現況。研究對象為臺北市及新北市國中不分類身心障礙資源班教師，研究方法係以自編問卷方式進行資料收集，回收之有效問卷為211份，有效問卷回收率達95.5%。本研究採用描述性統計、t考驗、單因子變異數分析等統計方法進行資料處理與分析。本研究的結論如下：

一、國中身心障礙資源班教師的轉銜服務知能在中上程度。 二、國中身心障礙資源班教師在轉銜服務知能各向度比較，其中以「轉銜服務態度」向度表現最佳，其次依序為「轉銜服務規劃」、「諮詢及合作協調」、「轉銜準備與輔導」、「轉銜服務知識」。 三、國中身心障礙資源班教師的轉銜服務知能，在「職務」上沒有顯著差異。 四、「特教服務年資」十年以上之國中身心障礙資源班教師之轉銜服務知能得分高於未滿一年者。 五、國中身心障礙資源班教師具備「特殊教育專業背景」者在轉銜服務知能之得分高於其他非特教專業背景者。 六、國中身心障礙資源班教師之轉銜服務知能因具備「轉銜學分或研習」的經驗與否而有所差異。

本研究根據研究結論，對相關教育單位、國中資源班教師及未來研究提出建議。

The study examines teachers’ transition service competency of special education resource teachers for the disabilities in junior high schools. The participants were special education resource teachers in junior high schools from Taipei city or new Taipei city. The research instrument was a self-reported questionnaire with items in Likert-scale format. A total of 211 special education resource teachers completed the questionnaire (with 95.5% response rate). The data were analyzed by desriptive statistics, t-test, one-way ANOVA. The conclusions of this study were as follows:

1.Most special education resource teachers have good transition service competency. 2.Among the 5 dimensions of transition services, teachers show the highest level of competency in "The Attitude about Transition Services", followed by the order "Transition Services Planning", "Consultation, Cooperation and Coordination", "Transition Preparation and Counselling ", "Knowledge of Transition Services". 3.No significantly different levels of transition service competency are observed admist teachers of different positions. 4.Different levels of transition service competency are observed admist teachers of different seniorties – those having over ten years seniorities in special education shows higher levels of competency than those having under one year seniority. 5.Different levels of transition service competency are observed admist teachers of different special education professional backgrounds – those having received special education professional training shows higher levels of competency than those having no special education professional training. 6.Different levels of transition service competency are observed admist teachers of different experiences about in-service or pre-service transition service training.

Based on the findings of this study, the implications for practice as well as further studies were discussed.