本研究旨在分析我國高職階段智能障礙學生轉銜服務的狀況，並運用質性研究的詮釋理解智能障礙學生轉銜服務之可能情形與因素。本研究對象為十二位居住在台灣中部地區，領有智能障礙手冊並且年齡介於高職階段之16 至22 足歲之智能障礙學生，其中輕度智能障礙有七位、三位中度智能障礙、一位中度多重障礙，一位重度多重障礙；其中六位於特殊學校就讀，有四位目前於高職特教班就讀，其餘兩位則於一般高職就讀。本研究藉由深度訪談法及三角交叉檢視法進行資料搜集，於校園、教室、家庭、社區不同之研究場域，透過參與觀察法瞭解分析歸納受訪者轉銜服務的相關問題，並將個案訪談資料透過編碼、摘要性描述、言談分析、敘說分析，並澄清與再概念化後，最後藉由修正分析歸納法的方式加以分析。本研究藉由描述性分析詮釋與紮根理論，並就深入訪談之對象與法規中有關轉銜服務之詮釋，由高職智能障礙學生之轉銜服務訪談對象個人、家庭、學校三項層面分析資料，並以紮根理論及文獻分析之轉銜服務主要七大範疇：健康發展、自我管理、心理調適、升學輔導、職業訓練、就業輔導與福利服務等，加以統整來進行質性分析與探討。本研究最後並針對研究結果，就智慧障礙學生之輔導、教育與課程方面，進一步提出相關的改善建議。

This research analyzed and interpreted the transition services and issues for students with intellectual disabilities in senior vocational high schools on the middle part of Taiwan through qualitative inquiry. Intense participatory interviews and thick interpretation on transition services with 12 students with intellectual disabilities were conducted and employed. Three respective perspectives of personal, familial, and learning, on transition services were cross-examined and analyzed. Seven areas that related to transition services and issues were verified by descriptive analytical synthesis and grounded theory. There are health development, self-management, psychological adjustment, advanced study, vocational training, employment service, and welfare. Recommendations are offered concerning the implications of these findings for instruction as well as curriculum, life-long welfare, transition services, and further research.