中、重度智能障礙學生社區化校外實作分組教學實施現況之研究

• Main Author: 黃文杰
• Other Authors: 徐享良
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/84608612438237798921

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 93 === Abstract This research aimed at studying different special education schools practicing models of “community vocational field practice” in the 93rd academic year, and used the findings for future planning reference. The population of this research was from 17 schools for the mentally retarded and the 34 executives of these schools. The research tool used was the Technique Ques- tionnaires by the Delphi Technique. This questionnaire included 8 dimensions: personal data of directors, vocational education, students group, vocational assessment, practice field, practice instructor, practice fund and other suggestions. The data gained from this research were analyzed by means of descriptive statistics. The main conclusions were as follows: 1.The top six ranking jobs in vocational practical training were car washing, cleaning, baking, gardening, laundry, and food & beverage service. 2.The target population for the field training was 11th and 12th graders who were divided into groups decided by their learning ability, instructor’s opinion and parents’ expectation. The most duration of the field training was 15 to 20 weeks. 3.The vocational assessment for most schools was evaluated primarily by instructors, vocational guidance personnel, or employment specialists. However, the vocational assessment of schools in Taipei and Kaohsiung city were evaluated by both school staff and off campus personnel. 4.The vocation ranking for the number of students participating in the field training was cleaning, shop keeping, car washing, and wrapping workers. The main transporting means were school bus, walking, and parental transport service. 5.Instructors were the primary choice mainly composed of students’ school teachers. Company’s employees and vocational guidance personnel(or employment specialists) were the alternative choices. 6.The practice fund primarily came from the school budget, parental payment, and government subsidies. The main expenditure was for instructor fees. It was suggested that the government should subsidize each school for 431.8 thousand NT dollars per year. 7.Many difficulties resulted from the vocational field practice. These might include a variety of student problems, practice field development, parental involvement, and inadequate practice fund. Based upon the findings, further suggestions were also discussed. Key words： students with mental retardation、vocational field practice、vocational assessment、 vocational guidance personnel、 employment specialist