| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 95 === The purpose of this study was to explore the actual implementation of preschool transition service, assert the degree of its importance and to analyze the effect resulted in elementary school adjustment of students with disabilities. The instruments applied were two questionnaires concerning preschool transition service and elementary school adjustment. The sample of this study consisted of 96 parents, 52 preschool teachers and 81 elementary teachers. The statistic methods used to analyze the data comprised of descriptive statistics, dependent t-test, and the Pearson’s product-moment coefficient method.
The results of this study were listed as followings:
1.Parents, preschool teachers and elementary teachers reported that the actual implementations of preschool transition service were ranked as “appropriate service” to “sufficient service”. Among them, preschool teachers considered that the degree of service which school offers is relatively high at present; remarked by items such as “records transfer” and “other”. On the other hand, parents and elementary teachers considered “placing options” and “enabling students” most remarkable.
2.Parents, preschool teachers and elementary teachers asserted that the degree of importance was ranked from “normally important” to “relatively important”. Among them, elementary teachers consider the degree of importance is higher. Parents and elementary teachers, in this case, assume that “placing options” and “enabling students” were more important. In addition, preschool teachers think “record transfer”, “enabling parents” and “placing options” were more important.
3.Regarding to the gap between provision and the degree of importance, the service which the school offers at present is far inferior to its degree of importance. Preschool teachers and elementary teachers all consider “service of mutual agreement among institutions” had the most obvious difference.
4.Parents and elementary teachers reported that the present elementary school adjustment applied to students with disabilities could be ranked as “little assistance”. Among the items selected, “realizing environment” demonstrated the best result whereas “academic state” was the worst.
5.Parents and elementary teachers considered that preschool transition service had no significant effect on the elementary school adjustment.
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