The study of the employment transition services for the female students with mental retardation in senior high school

• Main Authors: Shu-Chu Li, 李淑君
• Other Authors: Hung-Chih Lin
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/60111088124123427934

碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 91 === This research examined the current conditions and difficulties of the employment transition services for female students with mental retardation in senior high school. In this study, the researcher collected data from 180 female students with mental retardation in senior high school in the Mid-South of Taiwan that are in third grade or have graduated for one year through a self-developed survey “A Survey of the Employment Transition Services for the Female Students with Mental Retardation in Senior High School”. The data were then analyzed through statistical analysis. The results indicated that: 1. Services offered and difficulties for female students with mental retardation in senior high school The data of the study indicated that the most well-done service in practice was “Curriculum arrangement”, the second was “Student-based program”, the third was “Counseling service for employment”, and “Parent-teacher cooperation and parent involvement” was the worst-done service. Most difficulties of transition services came from “external barriers” and then “internal barriers”. 2. The differences within transition services and difficulties The differences between the transition services were statistically significant in the following items: one variable in individual factor (i.e. practical training outside school), family factor (social-economic status), two variables in school factor (i.e. educational placement, inviting students to attend the meeting). The differences between the difficulties were statistically significant in the following items : three variables in individual factor (i.e. accompanying disabilities, the level of mental retardation, practical training outside school), and family factor (social-economic status). 3. The predictable variables on transition services and difficulties In prediction of transition services offered, four construct factors had statistically significant relationship with the 8 variables respectively and the correlations of prediction are from .12 to .17. In terms of transition service difficulties, two construct variables had statistically significant relationship with the 8 variables respectively and the correlations of prediction were from .06 to .14. Discussions over fingings of the study were offered and some suggestions were made for the school, society, parent education, and future study.