A Study on the Transition Service Competency of Special Education Resource Teachers in Junior High Schools

• Main Author: 曹惠雯
• Other Authors: 杞昭安
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/03918141853220231560

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 102 === The study examines teachers’ transition service competency of special education resource teachers for the disabilities in junior high schools. The participants were special education resource teachers in junior high schools from Taipei city or new Taipei city. The research instrument was a self-reported questionnaire with items in Likert-scale format. A total of 211 special education resource teachers completed the questionnaire (with 95.5% response rate). The data were analyzed by desriptive statistics, t-test, one-way ANOVA. The conclusions of this study were as follows: 1.Most special education resource teachers have good transition service competency. 2.Among the 5 dimensions of transition services, teachers show the highest level of competency in "The Attitude about Transition Services", followed by the order "Transition Services Planning", "Consultation, Cooperation and Coordination", "Transition Preparation and Counselling ", "Knowledge of Transition Services". 3.No significantly different levels of transition service competency are observed admist teachers of different positions. 4.Different levels of transition service competency are observed admist teachers of different seniorties – those having over ten years seniorities in special education shows higher levels of competency than those having under one year seniority. 5.Different levels of transition service competency are observed admist teachers of different special education professional backgrounds – those having received special education professional training shows higher levels of competency than those having no special education professional training. 6.Different levels of transition service competency are observed admist teachers of different experiences about in-service or pre-service transition service training. Based on the findings of this study, the implications for practice as well as further studies were discussed.