身心障礙學生高職階段轉銜服務及其相關因素之分析研究

Analysis of Transition Service and Its Influencing Factors for Senior Vocational-High-School Students with Disabilities in Taiwan

本研究主要目的在分析身心障礙學生高職教育階段轉銜服務之需求與供應的情形及其相關因素。本研究採用調查研究法，以台灣地區高職特殊教育學校（班）學生以及特殊學校高職部學生為研究探討之對象，調查範圍為台灣地區北、中、南、東四區，就分層立意抽樣方式抽取899名樣本，以研究者發展之身心障礙學生「轉銜服務評量表」為研究工具進行研究，所得資料再經次數分配、逐步迴歸分析及變異數等統計分析。本研究結果發現身心障礙學生之轉銜服務需求以「升學輔導」最高，學校提供之轉銜服務方面以「醫療服務」最低。就轉銜服務之相關情形而言，背景變項因素之性別、年齡、年級、障礙等級、父親職業類別等與轉銜服務有相關。就轉銜供應而言，背景變項之年齡、障礙等級、居住區域等與轉銜服務有相關。就預測情形而言，年級、年齡、障礙類別以及家庭之社經地位對於轉銜服務有較高的預測力。就轉銜服務與背景變項的差異性分析而言，女性身心障礙學生在升學輔導與心理輔導方面之需求均高於男性身心障礙學生。三年級身心障礙學生在生活輔導、福利服務之需求最高；但在就業輔導、醫療服務之支持供給強度最高。非智能障礙（如：感官、語言與肢體障礙）學生之轉銜情形與智能障礙學生有所差異。輕度身心障礙學生之轉銜服務在高中職階段較受重視。家庭社經地位較高之身心障礙學生對於轉銜服務的期待與需求較高。不同居住地區對於轉銜服務之需求與供應情形亦有所差異。本研究並針對結果，提出對身心障礙學生高職階段轉銜服務規劃與後續研究之建議。

This research examined the needs and supply side conditions of transition services and factors affecting these transition services for senior vocational-high-school students with disabilities in Taiwan. A survey through stratified clustered sampling with 899 youth with disabilities was conducted by the Transition Services Inventory in four regions of Taiwan: north, center, south, and east. Data were then analyzed through frequency, mean, standard deviation, one way analysis of variance, and stepwise multiple regression. The results indicated that transition service to post secondary school was the highest needs for youth with disabilities, whereas medical transition service was the lowest service supplied by the secondary school. The students' gender, grade level, severity of disabilities, and residential area correlated with these students' needs and supply side of transition services. Stepwise multiple regressions revealed that students with mild disabilities or their parents with higher socioeconomic status tended to have better transition services than those with moderate or severe disabilities, or from households of lower socioeconomic status. Female students with disabilities were more likely to expressed concern and needs on the college preparatory transition service and psychological transition service. There were also significant mean differences on the performance of needs and supply side transition services by categories of disabilities and residential areas for these students with disabilities. Recommendations are offered concerning the implications of these findings for school policy, transition practices, and further research.