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

Application and Implication of Ecological Perspectives on Career Development Theories toward Individuals with Disabilities: The Experience of People with Intellectual Disabilities

10.30072/JDR.200506.0002

林宏熾(Hung-Chih Lin)；張瑋珊(Wei-Shan Chang)

生涯發展 ； 生態模式 ； 智能障礙者 ； 復健諮商 ； 職業重建 ； Career development ； ecological model ； people with intellectual disabilities ； rehabilitation counseling ； vocational rehabilitation

身心障礙研究季刊

3卷2期（2005 / 06 / 01）

88 - 101

繁體中文

本研究運用生態觀點之生涯發展理論，採用深度訪談法及三角交叉檢視法進行資料搜集，以十二位高職階段智能障礙學生為研究對象，期待以生態系統觀點對身心障礙者的生涯發展有更多的運用與省思。主要結果與建議如下：一、多數之家長與智能障礙者甚或老師對於職業輔導與就業轉銜之概念並不甚清楚；因此，如何透過政府機關、學校機構或民間團體積極推廣，加強對相關轉銜服務内容之認知，將是未來應積極努力之方向。二、學校均已盡量多元地提供適合學生的職業輔導與就業轉銜，但應考量到學生之興趣與家庭之需要，以增加更多的就業機會與選擇。三、多數之老師與家長均深感就業有關之訊息與就業有關之個案管理仍有待強化，如何有效結合轉銜通報系統與個案管理系統更顯重要。四、多數實習廠商與單位均頗有意願雇用智能障礙者，不過均憂慮智能障礙者之就業能力與態度。因此，如何於就業轉銜階段透過職業重建系統強化智能障礙者之就業能力以及高中職階段學校如何強化學生之職業能力並落實職業輔導亦是重要課題。五、智能障礙者之職業輔導與就業轉銜常涉及多種專業服務，需思考這些服務的整體性與持續性。

Career development from school to adult life of people with disabilities and their families requires a comprehensive planning, knowledge, and coordination of services. Recently, the ecological perspective of career development theories were broadly discussed and adopted in the field of disabilities. This article used the ecological theories of career development to apply in practice on 12 youths with intellectual disabilities in senior high schools located in middle Taiwan via a qualitative inquiry. The vocational guidance and employment transition of youths with intellectual disabilities were conducted to analyze and interpret for the purposes of the study. Intensive participatory interviews and thick interpretation on transition services of the study subjects were employed to collect the data. In addition, there were two respective perspectives of vocational guidance and employment transition services were cross-examined and analyzed. Furthermore, four areas of vocational guidance and three domains of employment transition were verified by descriptive analytical synthesis and grounded theory in the analysis. Recommendations are offered concerning the implications of these findings for instruction as well as curriculum, life-long welfare services, transition services, and further research for people with disabilities toward their career development.

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