高中職階段教師實施與應用身心障礙學生轉銜評量之研究

Abstract

本研究以自編之轉銜評量實施與應用問卷，調查高中職階段特教老師實施轉銜評量的方式、參與人員之狀況及其轉銜評量的理念，並探討實施評量的項目與將結果納入IEP/ITP之狀況，同時分析其未評量、未納入IEP/ITP之原因。研究結果顯示轉銜評量的方式與參與人員具多元性，惟任教班別之不同，在各項轉銜評量問題上有不同的作法；教師高度認同轉銜評量的相關理念，但在實際實施上仍有落差。

The study utilized self-developed transition questionnaires to investigate high school special education teachers’ implementation and application of transition assessment for their students with disabilities. The purpose of the study is to describe the current transition practices, including the personnel who conducts the transition assessment, focuses of the transition assessment, assessment items, the consideration of IEP/ITP in transition assessment, and factors impacting the assessment. The results have shown that teachers used a variety of methods in transition assessment, and the process of the assessment involved multiple personnel. Different teachers used different transition practices and thus the transition practices were not consistent across teachers. There were also differences between the transition practices teachers had agreed upon ideologically and what they actually practiced in their classrooms.