A Study of Knowledge and Skills Related to Transition Services for Special Education Teachers in Senior Vocational High Schools

• Main Authors: Chun-fei Yang, 楊純斐
• Other Authors: Hsiang-liang Hsu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/83710660839638050231

碩士 === 中臺科技大學 === 文教事業經營研究所 === 99 === The purpose of the study was to investigate the current situations of related knowledge and skills for transition services offered by the teachers in special education classes in vocational high schools. Self-made questionnaire was used to collect the data. The participants in the study were 300 teachers selected from special education classes and special education schools in northern, central, southern, and eastern Taiwan. A total of 242 valid questionnaires were obtained with the return rate 81%. Based on the data analysis, the major findings were listed as follows: (1) Overall knowledge and skills related to transition services reached the “corresponding mostly” level. Among them, community practices ranked best, followed by teamwork in transition services, pre-service counseling knowledge, and knowledge about law and regulations in transition services. (2) Teachers working for less than 5 years got higher scores than those working for more than 11 years in pre-service counseling knowledge. (3) Teachers with special education background got higher scores than those without any special education background in pre-service counseling knowledge. (4) Teachers with administrative duties got higher scores than full-time teachers in knowledge about law and regulations related to transition services. (5) Teachers in southern Taiwan got higher scores than those in eastern Taiwan in knowledge about law and regulations related to transition services. (6) Three variables including teaching experiences in special education, professional education in special education, and administrative duties can be used to predict effectively performance in knowledge and skills related to transition services for special education teachers in vocational high schools. Finally, practical suggestions were made for educational administration institutions and special education schools to improve in-service teacher training programs and further to promote professional growth.