A Study of the Needs for Transition Services Regarding to Continuous Education And Work Adaption for The Students with Mental Retardations in Junior High School.

• Main Authors: Ming-Chuan Liu, 劉民專
• Other Authors: Tai-Jey Cho
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/82659274884253834173

碩士 === 國立彰化師範大學 === 特殊教育研究所 === 90 === A Study of the Needs for Transition Services Regarding to Continuous Education And Work Adaption for The Students with Mental Retardations in Junior High School. Adviser: Dr. Tai-Jey Cho Investigator: Ming-Chuan Liu Abstract The purposes of the study were to investigate the needs of transition services of junior high school students with mental retardation. Both questionnaire survey and interview were used to achieve above purposes. Participants of this study were 354 students with mental retardations, grade range from ninth to tenth, were investigated by using a self-developed questionnaire. Various statistics method, including frequency, percentage, and Chi-square tests were employed to analyze the differences among the participants’ background variables. 4 parents, 4 employers and 4 vocational high school teachers are interviewed to present their opinions about the needs of transition services of junior high school students with mental retardations. The results are summarized as follows： 1. The proportion of parents’ participation in IEP or ITP meetings was low；the ways of their participation were mostly “reading and signing” IEP or ITP. 2. Most junior high school students with mental retardation were to continue higher education after graduation; they mostly wanted to study in synthetic- vocational-skill department. In providing the information about continuing education, “assessing the aptitude and ability” was most important to them. In guidance of entering senior high school, they needed “improving the academic skills” best. 3. In aftercare, the parents hoped their disabled children would have “supportive employment” and they thought vocational assessment was most important to the career development of their children. They also hoped the government would help their children to be employed. 4. Totally speaking, the junior high school students with mental retardation were in highly needs of the transition services. In terms of service needs in the area of the homely life, the needs of females were significantly higher than those of males. The higher the disability level they were of, the more the transition services in all areas they needed. The students of special schools needed more transition services in areas of the homely life and the leisure life than those of general schools. 5. There were significant differences in area of the homely life between students leaving junior school or not. Junior high school students needed more transition services than senior high school students. Based upon the findings, the recommendations for the school administrations, teachers and researches were discussed. Keyword: transition services, special education, junior high school