American Secondary School Special Educators' Interagency Collaboration and Transition Practices

美國高中特殊教育教師之機構間合作態度於參加轉銜服務的模式探討

10.3966/102887082014066002002

李貞儀(Jen-Yi Li)

special education ； teacher education ； structural equation modeling ； transition ； 特殊教育 ； 教師培育 ； 結構方程模式 ； 轉銜

教育研究集刊

60:2期（2014 / 06 / 30）

41 - 76

英文

This study applied structural equation modeling to investigate perceived level of involvement in transition services among secondary school special educators, in relation to their perceptions of interagency collaboration, as well as special educators’ personal and school characteristics. Fifty-three percent of recipients who responded to the survey were special education teachers and transition coordinators/specialists in the United States. Exploratory and confirmatory factor analyses were used to refine and validate the measurement scales applied. The evidence of reliability and validity of four measurement scales were provided first, followed by an analysis of structural relationships among four latent constructs. Results of the study distinguished the effects of personal characteristics of secondary special educators from the effects of school characteristics and educators’ perceptions of interagency collaboration. Personal characteristics of secondary school special educators are the key to educators’ perceptions of interagency collaboration and their transition involvement, and also overshadow the relationships among other factors in the model. Secondary school special educators with higher levels of professional preparation perceive a greater importance in interagency collaboration, and are more likely to be involved in interagency collaboration activities in their transition practices. Accordingly, the author of this paper provides suggestions for teacher training and preparation as well as recommendations for future studies.

本研究以結構方程模式探討高中特殊教育教師參與轉銜服務的程度，以及此參與程度與教師對機構間合作認知、教師個人背景及學校特性之間的關聯性。在此問卷研究中，回應者中有53%是特殊教育教師和轉銜專業人員。探索和驗證的因素分析被運用來考驗測驗量表的信度和效度。在本文中，研究者先提供測驗工 具四個測驗量表的信度與效度證據，然後以結構方程模式考驗四個潛在變項之間 的關係。本研究結果區分了特殊教育教師個人特質的作用不同於學校特質和教師 本身對跨機構合作的認知的作用，肯定了特殊教育教師專業訓練背景的重要性遠大於模式中的其他因素。高中特殊教育教師有愈完整的專業訓練背景，愈會認同 跨機構間合作的重要性，也愈願意參與轉銜服務相關活動。根據本研究結果，提出高中特殊教育教師專業培訓規劃及對於進一步研究之建議。

1. Division on Career Development and Transition. (2000). Transition specialist competencies: Fact sheet. Retrieved from http://www.dcdt.org/pdf/trans_educators.pdf
2. Li, J. (2002). Interface of special education and vocational rehabilitation. Upublished manuscript, University of Northern Colorado at Greeley, Greeley, CO..
3. Anderson, D.,Kleinhammer-Tramill, P. J.,Morningstar, M. E.,Lehmann, J.,Bassett, D.,Kohler, P.,Blalock, G.,Wehmeyer, M.(2003).What's happening in personnel preparation in transition? A national survey.Career Development of Exceptional Individuals,26(2),145-160.
4. Asselin, S. B.,Todd-Allen, M. T.,deFur, S.(1998).Transition coordinators: Define yourselves.Teaching Exceptional Children,30(3),11-15.
5. Beard, J.(1991).State directors of special education transition programs: State definitions, and real and ideal teacher competencies.Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium,Nashville, TN:
6. Bemak, F.(2000).Transforming the role of the counselor to provide leadership in educational reform through collaboration.Professional School Counseling,3,323-331.
7. Benz, M. R.,Lindstrom, L.,Yovanoff, P.(2000).Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives.Exceptional Children,66(4),509-529.
8. Blalock, G.,Kochhar-Bryant, C. A.,Test, D. W.,Kohler, P.,White, W.,Lehmann, J.,Bassett, D.,Patton, J.(2003).The need for comprehensive personnel preparation in transition and career development: A position statement of the Division on Career Development and Transition.Career Development of Exceptional Individuals,26(2),207-226.
9. Bronstein, L. R.(2002).Index of interdisciplinary collaboration.Social Work Research,26(2),113-126.
10. Bronstein, L. R.(1999).Interdisciplinary collaboration between social workers and other professionals: The design and development of an assessment instrument.Dissertation Abstracts International,60(7),2677.
11. Bronstein, L. R.(1999).Barry University.
12. Bull, K. S.,Montgomery, D.,Beard, J.,Az, D.(1994).Teacher competencies for transition programs as reported by state directors of special education.Rural Special Education Quarterly,13(4),10-16.
13. Carter, N.,Prater, M. A.,Jackson, A.,Marchant, M.(2009).Educators' perceptions of collaborative planning processes for students with disabilities.Preventing School Failure,54(1),60-70.
14. Conderman, G.,Katsiyannis, A.(2002).Instruction issues and practices in secondary special education.Remedial and Special Education,23(3),169-179.
15. deFur, S. H.,Taymans, M. J.(1995).Competencies needed for transition specialists in vocational rehabilitation, vocational education, and special education.Exceptional Children,62(1),38-51.
16. Eber, L.,Nelson, C. M.,Millers, P.(1997).School-based wraparound for students with emotional and behavior challenges.Exceptional Children,63(4),539-556.
17. Edwards, R.(Ed.)(1995).The encyclopedia of social work.Washington, DC:NASW Press.
18. Farmakopoulou, N.(2002).What lies underneath? An interorganizational analysis of collaboration between education and social work.British Journal of Social Work,32(8),1051-1066.
19. Foley, R. M.,Lewis, J. A.(1999).Self-perceived competence of secondary school principals to serve as school leaders in collaborative-based educational delivery system.Remedial and Special Education,20(4),233-243.
20. Foley, R. M.,Mundschenck, N. A.(1997).Collaboration activities and competencies of secondary school special educators: A national survey.Teacher Education and Special Education,20(1),47-60.
21. Foley, R. M.,Mundschenck, N. A.,Miller, S. R.(1993).Collaboration: Self-perceived knowledge, skills, and activities of rural special educators of students with behavioral disorders.Severe behavior disorders of children and youth,Reston, VA:
22. Fox, R. W.,Wandry, D.,Pruitt, P.,Anderson, G.(1998).School to adult life transitions for students with disabilities: Forging a new alliance.Professional School Counseling,1(4),48-52.
23. Halpern, A. S.(1994).The transition of youth with disabilities to adult life: A position statement of the Division on Career Development and Transition, The Council for Exceptional Children.Career Development of Exceptional Individuals,17(2),115-124.
24. Hu, L.,Bentler, P. M.(1999).Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.Structural Equation Modeling,6(1),1-55.
25. Hu, M.(2001).Preparing pre-service special education teachers for transition services: A nationwide web survey.Dissertation Abstracts International,62(4),13-48.
26. Hu, M.(2001).Kansas State University.
27. Intriligator, B. A.(1992).Establishing interorganizational structures that facilitate successful school partnerships.Annual Meeting of the American Educational Research Association,San Francisco, CA:
28. Jöreskog, K. G.,Sörbom, D.(2002).LISREL 8.52.Chicago, IL:Scientific Software International.
29. Kahn, A. J.,Kamerman, S. B.(1992).Integrating services integration: An overview of initiatives, issues, and possibilities.New York, NY:National Center for Children in Poverty.
30. Kaplan, D.(2000).Structural equation modeling: Foundations and extensions.Thousand Oaks, CA:Sage.
31. Knott, L.(1997).Survey of secondary special educators' knowledge and involvement in transition.Dissertation Abstracts International,60(7),2677.
32. Knott, L.,Asselin, S. B.(1999).Transition competencies: Perception of secondary special education teachers.Teacher Education and Special Education,22(1),55-65.
33. Kochhar-Bryant, C. A.,Greene, G.(2009).Pathways to successful transition for youth with disabilities.Upper Saddle River, NJ:Pearson Education.
34. Kohler, P. D.(1993).Best practices in transition: Substantiated or implied?.Career Department for Exceptional Individuals,16(2),107-121.
35. Kohler, P. D.(Ed.)(1996).Taxonomy for transition planning: Linking research and practice.Champaign, IL:Transition Research Institute at Illinois, University of Illinois at Urbanan-Champaign.
36. Kohler, P. D.,DeStefano, L.,Wermuth, T.,Grayson, T.,McGinty, S.(1994).An analysis of exemplary transition programs: How and why are they selected?.Career Development for Exceptional Individuals,17(2),187-202.
37. Li, J.,Bassett, D.,Hutchinson, S.(2009).Secondary special educators' transition involvement.Journal of Intellectual and Developmental Disability,34,163-172.
38. Li, J.,Lin, H.(2009).Investigating secondary special educator's perception of interagency collaboration.Journal of the American Academy of Special Education Professionals,2009,24-40.
39. Mattessich, P.,Monsey, B.(1992).Collaboration: What makes it work.St. Paul, MN:Amherst H. Wilder Foundation.
40. Mellard, D. F.,Clark, G. M.(1993).,未出版
41. Miller, M.(1990).,未出版
42. Morningstar, M. E.,Clark, G. M.(2003).The status of personnel preparation for transition education and services: What is the critical content? How can it be offered?.Career Development for Exceptional Individuals,26(2),227-237.
43. Morningstar, M. E.,Kleinhammer-Tramill, P. J.(1999).Using successful models of studentcentered transition planning and services for adolescents with disabilities.Focus on Exceptional Children,31(9),1-19.
44. Retzlaff, T.(1999).Kearney, KE.,University of Nebraska.
45. Rusch, F. R.,Kohler, P. D.,Hughes, C.(1992).An analysis of OSERS-sponsored secondary special education and transitional services research.Career Department for Exceptional Individuals,15,121-143.
46. Simpson, R. L.,Whelan, R. J.,Zabel, R. H.(1993).Special education personnel preparation in the 21st century: Issues and strategies.Remedial and Special Education,14,7-22.
47. Swan, W. W.,Morgan, J. L.(1993).Collaborating for comprehensive services for young children and their families: The local interagency coordinating council.Baltimore, MD:Paul H. Brookes.
48. Swanson, H. L.(Ed.),Harris, K.(Ed.),Graham, S.(Ed.)(2003).Handbook of learning disabilities.New York, NY:Guilford.
49. Wasburn-Moses, L.(2006).Obstacles to program effectiveness in secondary special education.Preventing School Failure,50(3),21-30.
50. Wolfe, P. S.,Boone, R.,Blanchett, W. J.(1998).Regular and special educators' perceptions of transition competencies.Career Department for Exceptional Individuals,21(1),87-106.
51. Wolfensberger, W.,Thomas, S.(1983).Program analysis of service systems.Toronto, Canada:National Institute on Mental Retardation.
52. Zhang, D.,Ivester, J. G.,Chen, L. J.,Katsiyannis, A.(2005).Perspectives on transition practices.Career Development for Exceptional Individuals,28(1),15-25.