高中職智能障礙學生一般轉銜技能之研究

A Study of General Transition Skills for Senior-High-School Students with Mental Retardation

10.6768/JSE.200606.0027

林宏熾(Hung-Chih Lin)；黃湘儀(Shiang-Yi Huang)

台灣 ； 高中職階段 ； 智能障礙學生 ； 轉銜技能 ； Taiwan ； senior high school ； students with mental retardation ； transition skills

特殊教育學報

23期（2006 / 06 / 01）

27 - 53

繁體中文

本研究旨在探討高職智能障礙學生一般轉銜技能表現現況。採用調查研究法，以台灣中部地區高職特殊教育學校（班）學生為研究探討對象，採分層抽樣方式，抽取86位現於台中與彰化就讀高職三年級之智能障礙學生。以研究者自行發展之「身心障礙學生一般轉銜技能問卷」為研究工具進行研究，所得資料經次數分配、多元逐步迴歸分析及變異數等統計分析。本研究結果發現智能障礙學生於居家生活、健康與生活、自我照顧向度之技能表現最佳，於就業知識、金錢與生活管理、問題解決向度技能表現最感吃力。就一般轉銜技能相關因素而言，背景因素之障礙等級、家長教育程度及父母轉銜資訊提供頻率與問卷總分有相關。就一般轉銜技能預測情形而言，個人因素之性別與障礙程度，家庭因素之家長教育程度與職業等級，及教育因素之轉銜資訊提供頻率與來源，均對一般轉銜技能表現有較高的預測力。就一般轉銜技能與背景變項之差異分析而言，家長教育程度與父親職業等級愈低與父母、教師會主動提供轉銜資訊者，一般轉銜技能表現較佳。就轉銜資訊來源而言，除教師外，父母與手足等家庭成員亦對一般轉銜技能表現造成影響。本研究並針對結果，提出對智能障礙學生相關轉銜服務之進一步研究與建議。

This research examined the current conditions and factors concerning and affecting general transition skills for senior-high-school students with mental retardation in Taiwan. A survey through stratified clustered sampling with 86 youth with mental retardation was conducted by a well-developed and reliable General Transition Skills Inventory. Data were then analyzed through frequency, mean, standard deviation, one way analysis of variance, and stepwise multiple regression. The results indicated that the transition skills in domestic living, health and life, and the self-care are ranked most frequently by youth with mental retardation; whereas employment knowledge, money and life management, and problem-solving are the most needed skills. The students' severity of mental retardation, their parental educational status, and transition information provided are correlated with their scores on the General Transition Skills. Stepwise multiple regressions revealed that students with mild or moderate mental retardation or their parents with higher socioeconomic status tended to have better transition skills than those with severe or profound mental retardation, or from households of lower socioeconomic status. Students with mental retardation who are provided with more transition information were more likely to transit successfully than those who are less provided. There were also significant differences between transition skills of students with mental retardation in terms of the relationship with their siblings. Recommendations are offered concerning the implications of these findings for school policy, transition practices, and further research.

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