| Summary: | 碩士 === 國立花蓮師範學院 === 特殊教育教學碩士班 === 93 === This study includes two parts: an investigation of the current situation of transition services, and the design and implementation of a transition program. The implementation, needs, and difficulties of transition services have been explored through questionnaire and interview survey. Next, a transition service program was designed by combining the results of the survey, the transition regulations, and reference literature. This program was practiced in 4 cases over a six-month period. After that, the results were analyzed with reference to goals achieved, student adjustment, and perception by parents and junior high teachers.The results were as follows:
1. Current situation of transition services
(1) 51.2% of elementary school teachers are integrating transition plans into individualized education programs, with 9.8% of teachers making transition plans separately. The transition plans were made by deliberating over the ideas of parents and co-teachers.
(2) The rate of holding transition meetings in elementary schools is 72.0%, whereas the rate in junior high schools is 60.0%. The main concern of transition meetings in elementary schools is discussing transition needs, while that in junior high schools is understanding incoming students. The main participants of transition meetings are elementary school teachers, junior high school teachers, and parents (or primary caregivers).
(3) The five most common transition services conducted in elementary schools are: transferring students’ records to new schools, teaching self-care skills to students, providing information for school selection, teaching housekeeping skills to students, arranging for visits to junior high schools and special schools. The five most common transition services conducted in junior high schools are: arranging for transportation services, arranging for visiting junior high schools, preparing least restrictive environments for incoming students, talking about students’ particularities with elementary school teachers, and linking multidisciplinary services between the two stages. The rate of transferring students’ records is almost 100%.
2. The best time for starting transition services is the last semester of the sixth grade. The most important implementers are self-contained class teachers in elementary and junior high schools, and the students’ parents. The three most helpful transition activities are: meetings between junior high school and elementary school teachers to talk about the particularities of students, arranging visits to junior high schools and special schools, and teaching self-care skills to students.
3. The three greatest difficulties of conducting transition services were: lack of resources, lack of professionals to consult, and lack of professional ability.
4. The contents of the transition program are: holding transition meetings; collecting and transferring students’ records; selecting, visiting, and adjusting new placements; teaching skills students will need at new schools; linking and providing welfare services, and multidisciplinary services between the two stages.
5. The results of the program implementation were as follows:
(1) Among the four cases, one of the two autistic students had difficulties adjusting to the new placement, while the other one adjusted better. The two students without autism adjusted best.
(2) All of the parents were satisfied with the program. The goals that the four students achieved were: making transition plans, arranging for visiting junior high schools and special schools, arranging to spend a few days at the new school for orientation, talking about students’ particularities with junior high school teachers, teaching self-care skills to students, arranging for transportation services, and supporting parent education.
(3) In the opinions of the junior high school teachers the items fitting into the transition service needs were: making transition plans, inviting parents to join transition meetings, arranging for students to spend a few days at the new school for orientation, transferring students’ records to the new schools, talking about students’ particularities with junior high school teachers, and arranging for transportation services.
Based on the above findings, there are nine suggestions to be made to educational administrators and teachers who implement transition services.
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