小學提供特殊兒童入學前轉銜服務之相關因素

The Related Factors of the Transition Practices Provided by Elementary Schools before Children with Disabilities Entering Schools

林秀錦(Hsiu-Chin Lin)；田佳靈(Chia-Ling Tien)

轉銜服務 ； 幼小銜接 ； 特殊兒童 ； 特殊教育長期追蹤資料庫（SNELS） ； Transition practices ； transition to elementary school ； children with disabilities ； Special Needs Education Longitudinal Study (SNELS)

特殊教育與復健學報

32期（2016 / 12 / 01）

47 - 66

繁體中文

成功轉銜的思維已經從「兒童準備好入小學」移轉到「學校準備好迎接兒童」，一所準備好的學校應該在「開學之前」提供重要且有意義的轉銜服務。本研究以生態系統理論為基礎，從個人、家庭、學校及地區等面向探討小學提供特殊兒童入學前轉銜服務的相關因素。研究樣本取自「特殊教育長期追蹤資料庫」(SNELS)第一波調查之小一特殊兒童，共計1,246位小學老師及734位行政人員填答問卷。研究資料以積差相關、t 考驗、ANOVA以及階層迴歸進行統計分析，結果顯示：兒童障礙影響程度、障別（視聽障、肢障、多重、自閉症）、安置類型（資源班）、班級人數、行政轉銜服務數以及地區貧富差異可以預測教師轉銜服務的數量。至於學校無障礙程度、學校規模以及學校支持特殊教育對於行政人員轉銜服務數量則有預測效果。最後，根據研究結果提出未來實務與研究方面的建議。

The paradigm of successful transition has been shifted from ＂getting children ready for school＂ to ＂making schools ready for children.＂ A well-prepared school is expected to provide essential and meaningful transition services. Based on an ecological system theory, this study involved the aspects of the individual, families, schools, and communities to explore the related factors of the transition practices provided by the elementary schools before children with disabilities entering schools. The research participants were the first graders with disabilities from the data of the first wave of Special Needs Education Longitudinal Study (SNELS). A total of 1,246 elementary school teachers and 734 administrative staff responded to the questionnaires. The data were analyzed by correlation, t-test, ANOVA, and multiple hierarchical regression analysis. The results showed that the variables concerning the degree of children's disabilities, disability categories (visual/hearing, multiple and physical disabilities, and autism), educational placement (resource class), class size, the number of administrative transition services, and the socioeconomic status of districts predicted the number of transition services provided by teachers. As for the accessibility of schools, school size, the degree of school support for special education, were found to effectively predict the number of administrative transition services. Educational practices and future research directions were also discussed at the end of this study.

1. 林秀錦(2010)。特殊幼兒上小學─轉銜的理論與實務。國民教育，50(5)，41-50。
   連結：
2. 林秀錦、王天苗(2011)。特殊幼兒轉銜服務的協同行動研究。特殊教育研究學刊，36(2)，1-26。
   連結：
3. 張喜凰、林惠芬(2011)。國小普通班自閉症學生學校適應與學校支持之研究─以中部地區為例。特殊教育與復健學報，25，25-46。
   連結：
4. 黃毅志(2008)。如何精確測量職業地位？「改良版臺灣地區新職業聲望與社經地位量表」之建構。台東大學教育學報，19(1)，151-160。
   連結：
5. 劉慈惠、丁雪茵(2008)。幼教人看小一生的學校適應及親師之因應。師大學報：教育類，53(2)，131-167。
   連結：
6. 鄭淑芬、王天苗、洪永泰、蔡欣玶(2011)。特殊教育長期追蹤資料庫失敗樣本分析研究：以96學年度調查資料為例。特殊教育學報，33，125-150。
   連結：
7. 各教育階段身心障礙學生轉銜輔導及服務辦法（2010年7月15日）。
8. The Center for Technology in Education (2016, May 25). Characteristics of urban education. Retrieved from http://cte.jhu.edu/urbaneducation/ses1_act2_pag1.shtml
9. 王天苗（2014）。特殊教育長期追蹤資料庫：96學年度學前問卷(D00094_2)【原始數據】。取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。doi:10.6141/TWSRDA-D00094_2-1。
10. Ahtola, A.,Silinskas, G.,Poikonen, P.-L.,Kontoniemi, M.,Niemi, P.,Nurmi, J.-E.(2011).Transition to formal schooling: Do transition practices matter for academic performance?.Early Childhood Research Quarterly,26(3),295-302.
11. Carlson, E.,Daley, T.,Bitterman, A.,Heinzen, H.,Keller, B.,Markowitz, J.,Riley, J.(2009).,未出版
12. Daley, T. C.,Munk, T.,Carlson, E.(2011).A national study of kindergarten transition practices for children with disabilities.Early Childhood Research Quarterly,26(4),409-419.
13. Downer, J.,Campos, R.,McWayne, C.,Gartner, T.(2008).Father involvement and children's early learning: A critical review of published empirical work from the past 15 years.Marriage & Family Review,43(1/2),67-108.
14. Early, D. M.,Pianta, R. C.,Taylor, L. C.,Cox, M. J.(2001).Transition practices: Findings from a national survey of kindergarten teachers.Early Childhood Education Journal,28(3),199-206.
15. Hartas, D.(2011).Families' social backgrounds matter: Socio-economic factors, home learning and young children's language, literacy and social outcomes.British Educational Research Journal,37(6),893-914.
16. Hoglund, L. G.,Brown, J. L.,Jones, S. M.,Aber, J. L.(2015).The evocative influence of child academic and social emotional adjustment on parent involvement in inner-city schools.Journal of Educational Psychology,107(2),517-532.
17. Kagan, S. L.(Ed.),Tarrant, K.(Ed.)(2010).Transitions for young children.Baltimore, MD:Paul H..
18. LoCasale-Crouch, J.,Mashburn, A. J.,Downer, J. T.,Pianta, R. C.(2008).Prekindergarten teachers' use of transition practices and children's adjustment to kindergarten.Early Childhood Research Quarterly,23(1),124-139.
19. Margetts, K.(Ed.),Kienig, A.(Ed.)(2013).International Perspectives on Transition to School.New York, NY:Routledge.
20. Markowitz, J.,Carlson, E.,Frey, W.,Riley, J.,Shimshak, A.,Heinzen, H.,Klein, S.(2006).,Rockville, MD:Westat.
21. McIntyre, L. L.,Eckert, T. L.,Arbolino, L. A.,DiGennaro-Reed, F.,Fiese, B. H.(2014).The transition to kindergarten for typically developing children: A survey of school psychologists' involvement.Early Childhood Education Journal,42(3),203-210.
22. McIntyre, L.,Eckert, T.,Fiese, B.,DiGennaro R. F.,Wildenger, L.(2010).Family concerns surrounding kindergarten transition: A comparison of students in special and general education.Early Childhood Education Journal,38(4),259-263.
23. Murphy, M. A.,McCormick, K. M.,Rous, B. S.(2013).Rural influence on the use of transition practices by preschool teachers.Rural Special Education Quarterly,32(1),29-37.
24. Perry, B.(Ed.),Dockett, S.(Ed.),Petriwskyj, A.(Ed.)(2014).Transitions to school: International research, policy and practice.New York, NY:Springer.
25. Pianta, R. C.,Cox, M. J.,Taylor, L.,Early, D.(1999).Kindergarten teachers' practices related to the transition to school: Results of a national survey.The Elementary School Journal,100(1),71-86.
26. Quintero, N.,McIntyre, L.(2011).Kindergarten transition preparation: A comparison of teacher and parent practices for children with autism and other developmental disabilities.Early Childhood Education Journal,38(6),411-420.
27. Rimm-Kaufman, S. E.,Pianta, R. C.(2000).An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research.Journal of Applied Developmental Psychology,21(5),491-511.
28. Rimm-Kaufman, S. E.,Pianta, R. C.,Cox, M. J.(2000).Teachers' judgments of problems in the transition to kindergarten.Early Childhood Research Quarterly,15(2),147-166.
29. Rosenkoetter, S. E.,Hains, A. H.,Dogaru, C.(2007).Successful transitions for young children with disabilities and their families: Roles of school social workers.Children & Schools,29(1),25-34.
30. Rous, B.,Hallam, R.,McCormick, K.,Cox, M.(2010).Practices that support the transition to public preschool programs: Results from a national survey.Early Childhood Research Quarterly,25(1),17-32.
31. Rous, B.,Myers, C. T.,Stricklin, S. B.(2007).Strategies for supporting transitions of young children with special needs and their families.Journal of Early Intervention,30(1),1-18.
32. Schulting, A. B.,Malone, P. S.,Dodge, K. A.(2005).The effect of school-based kindergarten transition policies and practices on child academic outcomes.Developmental Psychology,41(6),860-871.
33. Stormont, M.,Beckner, R.,Mitchell, B.,Richter, M.(2005).Supporting successful transition to kindergarten: General challenges and specific implications students with problem behavior.Psychology in the Schools,42(8),765-778.
34. Summers, J. A.,Steeples, T.,Peterson, C.,Naig, L.,Mcbride, S.,Wall, S.,Stowitschek, J.(2001).Policy and management supports for effective service integration in early Head Start and Part C programs.Topics in Early Childhood Special Education,21(1),16-30.
35. West-Olatunji, C.,Frazier, K. N.,Kelly, E.(2011).Wraparound counseling: An ecosystemic approach to work with economically disadvantaged students in urban school settings.Journal of Humanistic Counseling,20(2),222-237.
36. 王天苗(2010)。特殊教育長期追蹤資料庫：96學年度資料使用手冊。桃園縣:中原大學。
37. 王天苗(2009)。「特殊教育長期追蹤資料庫」簡介。人文與社會科學簡訊，10(3)，108-116。
38. 王筱蘭(2005)。碩士論文(碩士論文)。臺東市，臺東大學幼兒教育系。
39. 林巾凱(2003)。博士論文(博士論文)。彰化市，彰化師範大學特殊教育研究所。
40. 林秀錦(2014)。科技部補助專題研究計畫成果報告科技部補助專題研究計畫成果報告,科技部。
41. 林智娟(2014)。博士論文(博士論文)。高雄市，國立高雄師範大學特殊教育研究所。
42. 張肇珮(2008)。碩士論文(碩士論文)。臺中市，國立臺中教育大學早期療育研究所。
43. 黃柑(2008)。碩士論文(碩士論文)。臺北市，國立臺北教育大學特殊教育系。
44. 黃美娥(2013)。碩士論文(碩士論文)。臺中市，國立臺中教育大學幼兒教育學系。
45. 楊純華(2007)。碩士論文(碩士論文)。臺北市，國立臺灣師範大學特殊教育研究所。
46. 趙麗華(2014)。身心障礙學生轉銜服務與離校成果。2014中華民國特殊教育學會46週年年會暨學術研討會，臺北市:
47. 劉雅如(2006)。碩士論文(碩士論文)。臺北市，國立臺北教育大學特殊教育系。
48. 鄭麗月(2010)。學前特殊需求兒童轉銜服務與融合教育的議題。國民教育，50(5)，11-17。
49. 鄧兆瑞、黃慧姿(2004)。台灣城鄉人口與就業之區域經濟分析。管理創新與科際整合學術研討會，新竹市:
50. 簡伶寧(2009)。碩士論文(碩士論文)。花蓮縣，國立東華大學身心障礙與輔助科技研究所。

1. 林秀真(2019)。幼小轉銜服務的現況以臺南市為例。特殊教育季刊，151，39-47。