身心障礙者不同之生涯福利需求得以 銜接,直轄市、縣(市)主管機關相 關部門應積極溝通、協調,制訂生涯 轉銜計畫,以提供身心障礙者整體性 及持續性之服務」(內政部,2007)。 內政部於民國 95 年訂定的「身心障礙 者生涯轉銜服務整合實施方案」,即以 生涯發展的觀點,在 0-6 歲、7-15 歲 (國小、國中)、16-64 歲(高中職與 五專、大專、成年)、65 歲以上等各 發展階段,明訂實施要領。 轉銜服務亦是特殊教育的重點工 作之一,各級教育機構依據「特殊教 育施行細則」第 18 條,在四個時期(學 前教育大班、小六、國三、高三),提 供升學輔導、生活、就業、心理輔導、 福利服務及其他相關專業服務等六大 項轉銜服務內涵(教育部,2004),從 各教育階段身心障礙學生轉銜服務實 施要點(教育部,2009),可知不同 階段教育轉銜重點有所不同。
服務整合實施方案。台北市。 內政部(2007):身心障礙者權益保障 法。台北市。 李冠瑩(2007):南部地區國小啟智班 轉銜工作執行現況與相關問題之探 討。國立台南大學特殊教育學系碩 士論文,未出版。 李燕萍(2005):國民小學啟智班學 生轉銜服務現況調查、方案設計及 實施成效之研究。國立花蓮師範學 院特殊教育學系碩士論文,未出版。 林宏熾(2006):轉銜服務特教中途之 回顧與前瞻:身心障礙學生成年轉 銜服務之發展與省思。特殊教育季 刊,100,16-27。 林宏熾、張瑋珊(2005):身心障礙 者生態觀生涯發展理論之運用與啟 示:以智能障礙者職業重建為例。 身心障礙研究,3(2),88-101。 林美專、劉美芳(1998):身心障礙 兒童入學轉銜方案經驗分享。特教 園丁,13(4),20-26。 林敏慧(2002):早期療育轉銜與因 應。潛能發展,15,36-43。 教育部(2004):特殊教育施行細則。 台北市。 教育部(2009):各教育階段身心障礙 學生轉銜服務實施要點。台北市。 陳靜江(2009):轉銜教育與服務。未 出版手稿,國立高雄師範大學復健 諮商研究所
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Smith, T.E.C., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (2001).
The Implementation of Transition and Needs of the Special
Educators of Elementary Schools in Kaohsiung City
Yuan-Wen Chen Li-Hua Chin Gin-Chu Lin Lee Li
Kaohsiung Municipal Taren
Junior High School
Kaohsiung Municipal Nei Wei
Primary School Kaohsiung Municipal Zuo Ying Primary School Education Bureau Kaohsiung City Government
Abstract
The purpose of this study were (1) to explore the implementation of transition services in the elementary schools in Kaohuiung city; and (2) to investigate the perspectives toward transition services, and needs of special educators in the elementary schools in Kaohsiung city.
This study adapted questionnaire from Kuan-ying Lee (2007), which administered to 196 special educators in 94 elementary schools, and the final used data were 109. Results showed that the executive rates of “transition evaluation”, “providing transition counseling”, “holding transition meetings”, ”developing a transition plan”, “designing and implementing transition courses” and “transition tracking” had reached above 90%. Most the special educators (94.1%) considered themselves with further training needs. On the other hand, the special educators confronted three kinds of major challenges, “unclear authority and responsibility in transition”, “overloaded work”, and “communication difficulty”.
According to the investigation results, related issues and suggestions for transition services are highlighted in this study.