A Study on the Transition Services into High School by Special Education Resource Teachers of Junior High Schools in New Taipei City

• Main Authors: HUANG,YU-YIN, 黃郁音
• Other Authors: KO,CHIOU-SHIUE
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/83722338490476683153

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === The purpose of this study was to investigate the transition services from junior high schools to senior high schools by special education resource teachers in junior high schools in New Taipei City. The research instrument was a self-designed questionnaire in Likert-scale format. The participants of the study were special education resource teachers in junior high schools in New Taipei City. 141 questionnaires were disseminated to participants and 127 questionnaires were completed and returned, with the effective rate of 90.1%. The following were the results of this study. 1. The status of implementation of transition services from junior high schools to senior high schools by special education resource teachers in junior high schools was currently in the high-intermediate level. 2. Among the five dimensions of transition services from junior high schools to senior high schools, teachers perform best in the dimension of "transition placement", followed by the dimensions of "transition planning", transition transmitting and tracking", "transition teaching and counseling", and "transition assessment" respectively. 3. The length of service made a difference for special education resource teachers in junior high schools to implement transition services in the dimension of "transition transmitting and tracking". Those having over eleven year seniorities in special education showed greater performance in transition services than those having four to ten year seniorities. 4. The size of school made a difference for special education resource teachers in junior high schools to implement transition services, in the dimensions of "transition transmitting and tracking", "transition teaching and counseling ", and "transition assessment ". The schools with twenty-five to forty classes performed better than those with over sixty-five classes. 5. There were no significant differences for special education resource teachers in junior high schools to implement transition services, in respect of gender, age, professional background, and current position. Finally, based on the findings of the survey, the author provided some suggestions for the education administration authorities and special education resource teachers in junior high schools, and proposes future research directions.