The Evaluations of the Parents and Teachers on the Performances and Needs of Transition Skills of the Students with Intellectual Disability in the Senior Vocational Department of Special Schools in Kaohsiung City

• Main Author: 簡美蘭
• Other Authors: 陳靜江
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/25549728778177887011

碩士 === 高雄師範大學 === 特殊教育學系 === 98 === Abstract The purpose of this study was to explore the current status of the performances and needs on transition skills of the students with intellectual disability from the aspects of parents and teachers in the senior vocational department of special schools in Kaohsiung City. The Transtion Skills and Needs Scale was used to obtain the opinions both from parents and teachers on students with intellectual disability, including 30 eleven graders and 30 twelve graders. The data was analyzed to compare the differences between the evaluations of the teachers and parents on the students’ career planning after graduation, and current performances and needs of transition skills with respects to the following 9 domains of the Transtion Skills and Needs Scale：self-care, psychological health/self-determination, functional academics, interpersonal interaction, home living, community/recreational life, post-secondary education, vocational training/employment, marriage and family planning. The major findings of the study were as follows: First, on future planning for the students with intellectual disability, most teachers and parents considered the students appropriate for employment. A job in the services-producing industry is the top priority. However, they didn’t highly rate the students’ total employability performances and needs. When doing a job and receiving vocational trainings after graduating from schools, the students were still in need of job coaches. It’s better for the students with intellectual disability to live with their parents or relatives. Besides, it’s not suitable for them to get married. Furthermore, the results on comparison of the differences and related situations of the teachers’ and parents’ evaluations indicated that most teachers and parents thought the students had the skills of self-care, functional academics and interpersonal interaction. However, they were not capable of continuing post-secondary education and getting married. Secondly, Owing to the limitations of circumstances, there was an apparent difference between the teachers’ and parents’ evaluations on the students’ skills of “psychological health/self-determination” and “marriage and family planning”. Then, teachers and parents regarded the most essential skill for the students to have in their future life was that of self-care. The skills they didn’t need were those of “post-secondary education”, “vocational training/employment”, and “marriage and family planning”. Finally, teachers’ evaluations on the students’ abilities of “functional academics” and “home living” were significantly correlated with the parents’. As to rating the total transition skill performances and needs, the consensus between the parents and teachers of the 12th grade were stronger than that between the parents and teachers of the 11th grade. Based upon the results listed above, the study made practical suggestions for the parents, teachers in the special schools in Kaohsiung City and the related administrations to follow when they were organizing and offering courses relative to the transition skills for the students with intellectual disability.