特殊幼兒轉銜服務的協同行動研究

Collaborative Action Research on Transition Services for Young Children with Special Needs and Their Family

這個協同行動研究的目的在探究特殊幼兒及家庭轉銜服務的歷程，並檢視服務的成果。研究者和城城幼稚園十三名老師合作，為園內六位特殊幼兒及其家長提供個別化轉銜服務方案，歷時一年餘。轉銜服務方案內容包括：提供家長支持、與小學聯繫以及為幼兒做入學準備。行動過程中，以訪談和觀察進行資料蒐集，並輔以相關文件進行相互檢證。本研究發現，家長在孩子轉銜之際，有許多擔心和不了解，而且幼小之間的聯繫並不容易。研究結果顯示，提供轉銜服務，可以減輕家庭的焦慮和壓力，擴權家長以對等的角色主動參與；促進家長與國小老師的正向互動；讓國小為特殊幼兒做好準備，來幫助孩子適應新環境；讓孩子也能適應普通班環境；此外，這個過程讓幼稚園和國小建立友善的關係，也提升幼稚園老師對轉銜的理解。整體來說，這個研究呼應了Bronfenbrenner 的生態-發展觀點，特殊幼兒的幼小銜接是生態系統間搭橋的大工程，需要各個系統的連結和整合。在轉銜歷程中浮現出的重要議題包括家長在轉銜過程中的參與和權益、孩子入學之準備度和緩讀問題。從我們的行動，對於轉銜政策、轉銜服務人員的研習以及未來轉銜服務的做法，提出一些具體的想法。

In Taiwan, the Special Education Act of 1997 regulated transition services for children with special needs and their family. However, other than referring children and transferring case records, individual child transition needs are not well understood by kindergarten teachers. The purpose of this study was to explore the process of transition services for young children with special needs and their family and to examine the outcomes of the services. Method: During this yearlong collaborative action research, thirteen teachers in the Cheng-Cheng Kindergarten worked together with the researchers to plan and implement individualized transition programs for six young children with special needs and their family. Data were collected through group discussions, interviews, observations, and related documents. Qualitative research methods were employed to conduct data analysis. Procedure of the collaborative action: The needs for transition services were first identified based upon the insufficient information reported by parents of children with special needs and the difficult tasks for kindergarten teachers to make connections with elementary schools. Individualized transition services were then delivered to support these parents throughout the process, to enhance children's readiness, and to promote collaboration between teachers at the kindergarten and elementary schools. There were three dimensions of the individual transition service: parenting support, collaborations between kindergarten and elementary school teachers, and preparation for children's readiness skills. The parents were provided with information related to the procedures of identifying children with special needs, special education services and in clusion education in elementary schools, the rights of parents, and the issue of delayed entry to elementary schools. The parents were encouraged to participate in the identification procedure and to assert their own rights throughout the whole process. Some parents did not actively participate in the transition service, and economic pressure may have been a concern for those parents. However, the special needs for those parents were constantly monitored throughout the research. Kindergarten teachers invited elementary teachers to visit their classrooms and discussed the special needs of the young children before graduation. During the school year in the elementary school, the kindergarten teachers kept track of the young children's learning in the elementary school. In addition, the readiness skills needed for each child were integrated with the learning activities in the kindergarten. Children with special needs also visited the elementary schools and interacted with their new teachers before being placed in the elementary school. Results/Findings: As a result of these actions, parents of children with special needs were empowered to actively participate as equal partners in the transition process and to interact positively with elementary school teachers. Teachers became more considerate and knowledgeable of the needs of children and parents. Most importantly, they put more efforts into preparing these young children with special needs to adjust to new learning environments. In addition, teachers at the kindergarten and elementary schools had established close partnerships through the process of the action. Conclusions/Implications: Echoing with Bronfenbrenner's ecological-development perspectives, the evidence showed the needs to cross boundaries among the ecological systems of families, kindergartens, and elementary schools on transition services for young children with special needs and their family. The study also identified issues related to parent involvement, readiness and delayed entry to elementary schools. Finally, some thoughts regarding policy, personnel preparation, and strategies to improve transition services in the future were proposed.