九年級自閉症類群障礙學生轉銜輔導案例分享

Case Study: Transition Counseling for a Ninth-grade Student with Autism Spectrum Disorder

10.7034/DSE.202406_(77).0004

左盛陽(Sheng-Yang Tso)；王湉妮(Tien-Ni Wang)

自閉症 ； 轉銜 ； 國中生 ； 轉銜輔導 ； Autism ； transition ； junior high school students ； transition counseling

特殊教育發展期刊

77期（2024 / 06 / 01）

59 - 70

繁體中文;英文

過去研究顯示，在生涯發展的歷程當中，任何一個階段所經歷的事件，都有一定的可能性會影響其他階段的發展，Super（1990）曾提出生涯發展彩虹圖，對於青少年而言，正屬於探索階段以及建立階段，若能在青少年的發展當中有效的自我探索與成功建立，對於個案本身在未來的轉銜以及生涯發展上將會扮演至關重要的地位。因此，為使學生在生涯發展的不同階段盡可能有效適應，並且從中成功自我探索，在階段之間的不論是身心障礙學生亦或是普通學生，其轉銜都是教師需要格外注重的議題。基於上述，全文將先簡單概述身心障礙學生轉銜相關困難與可參考轉銜模式（transition models），接著分享在實務工作時面對自閉症學生的轉銜輔導案例，最後針對自閉症學生的轉銜提出綜合論述，以利實務工作者得以參考並應用在教學現場。

Past research indicated that events experienced at any stage in the career development process had a certain likelihood of influencing the development of other stages. Super proposed the Career Rainbow, suggesting that for adolescents, they are in the exploration and establishment stages. Effective self-exploration and successful establishment during adolescence play a crucial role in the individual's future transitions and career development. Therefore, to facilitate students' effective adaptation at different stages of career development and to support successful self-exploration, the transition, whether for students with disabilities or typical students, is a critical issue that teachers need to pay special attention to. In light of the above, this paper will first briefly outline the challenges related to the transition of students with disabilities and referenceable transition models. It will then share a case study of transition counseling for students with autism encountered in practical work. Finally, a comprehensive discussion on the transition of students with autism will be presented to aid practitioners in referencing and applying it in the teaching context.