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題名:自閉症成人生活中心職涯教育課程與應用之研究
作者:廖敏玲
作者(外文):LIAO, MIN-LING
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系
指導教授:葉瓊華
學位類別:博士
出版日期:2024
主題關鍵詞:自閉症成人職涯職涯教育課程成人教育終身學習autistic adultscareercareer education curriculumadult educationlifelong learning
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自閉症於全球盛行率呈穩定上升趨勢,自閉症成人生活及工作獨立議題益發受到重視,然而其成人結果不佳且持續面臨諸多挑戰,此突顯有效協助其為職涯做好準備之迫切必要性。本研究旨在發展適用於自閉症成人生活中心職涯教育課程並探討教學應用歷程,以了解其可行性、可接受性及初步應用結果。本研究採用德懷術調查法及參與式行動研究法,分別蒐集11名專家在三回合德懷術過程之意見,以及5名研究參與者行動歷程與觀點,並分析問卷和評量表等量的資料,以及訪談、教學影片及省思日誌等質的資料。本研究主要結果如下:
一、「自閉症成人生活中心職涯教育課程」架構與內容之21項能力具適切性。
二、「自閉症成人生活中心職涯教育課程」架構與內容之94項次能力具適切性。
三、「自閉症成人生活中心職涯教育課程」實務教學與應用歷經四階段:(1)以自閉症成人需求共同決策起始方向;(2)融入心理學概念進行教學調整;(3)納入家長並結合社區資源;以及(4)切合實際之心理需求導向教學主軸。
四、「自閉症成人生活中心職涯教育課程」初步應用結果為正向:(1)自閉症成人技能領域能力稍微至顯著提升;(2)自閉症成人教學單元能力無差異改變至顯著提升;以及(3)自閉症成人與家長皆高度認同教學成效。
五、影響「自閉症成人生活中心職涯教育課程」實務教學與應用成效原因有四:(1)滿足自閉症成人心理需求;(2)促進親子有效溝通;(3)以學習者為中心進行動態教學調整;以及(4)實務教學與應用中之省思循環探究。
本研究根據上述研究結果,提出結合衛政、社政及勞政相關單位與教育工作等資源提供者,規劃自閉症成人終身學習活動相關支持服務及未來研究建議。
The global prevalence of autism is on a steady upward trend, and the issue of employment and independent living for autistic adults is of increasing concern. However, adult outcomes remain poor, and they continue to face difficult challenges, highlighting the urgent need to effectively prepare them for careers. The purpose of this study was to develop and explore the implementation of the Life-Centered Career Education Curriculum, to understand its feasibility, acceptability, and initial outcomes. The study was conducted using both a Delphi survey and a participatory action research approach. The opinions of 11 expert panels during the three rounds of Delphi, as well as the action research processes and perspectives of 5 participants, were gathered. The data were analyzed by quantitative and qualitative techniques, including questionnaires and rating scales, as well as interviews, teaching videos and reflective journals. The study revealed the following results:
1. The framework of the 21 competencies of the Life-Centered Career Education Curriculum was appropriate.
2. The framework of the 94 sub-competencies of the Life-Centered Career Education Curriculum was appropriate.
3. During the implementation, the study started with co-decision-making that responded to the needs of autistic adults, incorporated psychological concepts into teaching adjustments, involved parents and community resources, and met the realistic psychological needs of learners.
4. Two autistic adults improved slightly to significantly in all three areas, and there was no difference to significantly improve in teaching units. The results above revealed that the Life-Centered Career Education Curriculum was found to be feasible, acceptable, and highly satisfactory for autistic adults and their parents.
5. The factors that influenced the effectiveness of the implementation were: (a) the psychological needs of autistic adults were met; (b) effective communication between autistic adults and parents was promoted; (c) learner-centered dynamic teaching adjustments were made; and (d) circular reflection.
Based on the above research results, this study proposed supportive services and future research suggestions for health, social, or labor affairs resources and educators to plan lifelong learning activities for autistic adults.
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