| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 98 === The purpose of this study was to investigate the present situation and the abilities of knowledge and skills of transition services in self-contained special classes in TaoYuan, HsinChu, MiaoLi, and HsinChu counties in Taiwan. This study was explored the enforcement of “guidance and assistance of continuous education”, “guidance and assistance of independent livelihood”, “guidance and assistance of employment”, “guidance and assistance of psychology”, “guidance and assistance of welfare services and disciplinary teamwork”,and the abilities of knowledge and skills of transition services in “transition services for students”, “parents participate in the transition services”, “communication and cooperation between schools”. The different background, the difference of present situation of transition services, and the abilities of knowledge and skills of transition services were also explored in this study.
This research was focused on the subjects of the teachers of self-contained special classes in TaoYuan, Hsin Chu, Hsin Chu, and MiaoLi Counties. These teachers were asked to complete a ten dimensional questionnaire created and edited by the researcher. After collecting the questionnaires, the collected data are processed by statistical methods as frequency distribution, percentage and pivot table.
The results of this research were as follows:
1. The present situation of transition services were not good enough in TaoYuan, Hsin Chu, Hsin Chu, and MiaoLi Counties. Only six items achieving more than 90%. In addition, the items of “guidance and assistance of independent livilihood” and “guidance and assistance of employment” were more than 80%.
2. The teachers of self-contained special classes already own enough the knowledge and skills for transition services. From high to low as “parents join the transition services”, “transition services for students”, “communication and cooperation between schools”.
3.Among the variables of personal background, the teachers of team of more than 41 ages do the best in the percentage of execution. Among experience in special education, teachers with 1-5 years experience in special education do the worst works in five dimensions. Among the major of special education, the teachers of teacher-training class do the best work in “guidance and assistance of continuous education” and “guidance and assistance of welfare services and disciplinary teamwork”.
4. Among the variables of personal background, the teachers of team of 31-40 ages do the best work in “knowledge and skills of transition services”. Among experience in special education, teachers with 6-10 years experience in special education do the best work in “knowledge and skills of transition services”. Among the major of special education, teachers who own master degree are doing better work than teachers who only graduated from college.
Finally, the author makes some suggestions for teachers of self-contained special classes education administrators and future researchers.
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