高中職階段身心障礙者轉銜能力評量表之編製

The Development of a Transition Skills Assessment Instrument for Senior High School Students withDisabilities

10.6172/BSE200803.3301001

陳靜江(Ching-Chiang Chen)；鈕文英(Wern-Ing Niew)

高中職 ； 身心障礙學生 ； 轉銜評量 ； senior high school ； students with disabilities ； transition assessment

特殊教育研究學刊

33卷1期（2008 / 03 / 20）

1 - 20

繁體中文

本研究旨在編製「身心障礙者轉銜能力評量表」，以協助教師評量高中職身心障礙學生的轉銜能力，作為擬定轉銜計畫的基礎。本量表採李克特四點量表，包括學生、家庭和教師三種版本。經項目、因素和信度分析後，形成自我照顧、心理健康／自我決定、功能性學科能力、人際互動、居家生活、社區／休閒生活、升學、職業訓練／就業、婚姻和家庭計畫等九個分量表，共九十九題。其中，前六項分量表屬轉銜成人生活之重要能力（即目前獨立生活和社區參與能力）的評量，能解釋72.47%的變異量；後三項屬未來轉銜目標之計畫能力的評量，能解釋82.72%的變異量。研究者另以結構方程模式考驗量表的因素結構，結果發現理論模式與實證資料之基本適配度佳。在信度方面，九個分量表的內部一致性α係數介於93至98之間，家長和教師在評量學生轉銜能力的評分者間信度為γ＝.55。由以上資料，均顯示本量表有良好之信效度。

This study set out to develop an appropriate transition assessment instrument for senior high school students with disabilities, and also to establish validity and reliability data. The instrument used, a ”transition skills scale for persons with disabilities,” was a Likert-type 4-point scale. It could be used to evaluate students' transition needs and skills and their post-school goals. The instrument included student, family, and teacher formats. After item, validity, and reliability analyses, our transitional ability scale for persons with disabilities consisted of 99 items divided into 9 subscales: self-care, psychological health/self-determination, functional academics, interpersonal interaction, home living, community/recreational life, post-secondary education, vocational training/employment, marriage and family planning. The first six subscales, with a variance of 72.47%, were used to examine current skills for independent living and community participation; the last three subscales, with a variance of 82.72%, were used to examine planning skills needed to make the move from school to post-school activities. As tructural equation model was adopted to examine the factor structure of our ”transitional capacity scale for persons with disabilities,” and the results indicated that this scale performed well on the following three evaluation indicators: preliminary fit criteria, overall model fit, fit of internal structure model. The overall internal consistency reliability, represented as Cronbach α, was between. 93 and .98 for the subscales. Besides, the inter-rater reliability between parents and teachers was .55. Both indices indicated that this scale had good reliability.

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