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題名：中學身心障礙學生升大專轉銜活動效益之關聯因素探究
書刊名：特殊教育與復健學報
作者：陳麗如
作者(外文)：Chen, Li-ju
出版日期：2018
卷期：35
頁次：頁47-71
主題關鍵詞：中學至大專轉銜；轉銜活動；線性結構方程模型；Transition from high school to college；Transition activity；Structural equation model
原始連結：連回原系統網址new window
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本研究以中學身心障礙學生為研究對象，目的在探討學生轉銜進入大專前之心理狀態、所取得之轉銜服務狀況與感受校方所安排轉銜活動對其適應未來大專生活的助益情形。研究以隨機取樣方式取得分佈於全國的57所學校的219位中學身心障礙學生，以自編「身心障礙學生中大轉銜調查問卷」為工具進行施測。資料分二個部分進行分析，第一部分以AMOS套裝程式進行線性結構方程模型分析，結果發現（1）學生擔心未來大專生活情形的心理狀態與其所取得轉銜服務多寡之間，以及學生所取得轉銜服務多寡與學生對所安排轉銜活動助益感受之間，皆具有顯著的關聯性。第二部分以SPSS套裝程式分析，發現（2）學生對未來大專生活擔心的心理狀態並不明顯，對校方所安排轉銜活動助益感受是正向的，但仍覺得所取得轉銜服務偏少；（3）不同性別、障礙程度學生在擔心、取得服務多寡、以及轉銜活動助益感受，無顯著差異，但不同安置班別學生在取得轉銜服務多寡有差異；與教師接觸多或少的學生，在擔心的心理狀態、取得轉銜服務多寡、以及轉銜活動助益感受，皆達顯著差異，是轉銜服務過程中影響轉銜服務工作及助益感受的關鍵因素。本研究最後提出中學至大專轉銜實務工作及未來研究上之建議。
The purpose of this research was to explore the worry psychological status, transition service quantity, and transition activity benefit for the high school students with disabilities to transit into college. Two hundred and nineteen students with disabilities were recruited from 57 high schools all over Taiwan by randomly sampling. With AMOS and SPSS, the research found that: (1) The correlations of students' worry / transition service quantity, and service quantity / the benefit of transition activities were significant. (2) Students didn't worry their future college life much, felt the transition activities were benefit for them to adapt in college but still felt that the service quantity was not so much enough as they needed. (3) There was no significant difference in accordance with the students with various genders and disability levels in transition worry, service received quantity, and transition activity benefit. The difference was significant in accordance with the student-teacher interaction levels. Interaction between students and teachers is a critical factor of transition service effectiveness. Based on the results there are some implications for the practices of transition services from high school to college.
期刊論文
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2.Hopkins, Laurence(2011)。The path of least resistance: A voice-relational analysis of disabled students' experiences of discrimination in English universities。International Journal of Inclusive Education，15(7)，711-727。  new window
3.Piggott, L.、Houghton, A. M.(2007)。Transition experiences of disabled young people。International Journal of Lifelong Education，26，573-587。  new window
4.Finn, J. E.、Kohler, P. D.(2009)。A compliance evaluation of the transition outcomes project。Career Development for Exceptional Individuals，32(1)，17-29。  new window
5.Graham-Smith, S.、Lafayette, S.(2004)。Quality disability support for promotion belonging and academic success within the college community。College Student Journal，38(1)，90-99。  new window
6.Livneh, H.、Wilson, L. M.(2003)。Coping strategies as predictors and mediators of disability-related variables and psychosocial adaptation: An exploratory investigation。Rehabilitation Counseling Bulletin，46(4)，194-208。  new window
7.Malone, D. G.、Gallagher, P. A.(2008)。Transition to preschool programs for young children with disabilities。Journal of Early Intervention，30(4)，341-356。  new window
8.Dombusch, S. M.(2000)。Transitions from adolescence: A discussion of seven articles。Journal of Adolescent Research，15(1)，173-177。  new window
9.Eide, A. H.、Roysamb, E.(2002)。The Relationship between Level of Disability, Psychological Problems, Social Activity, and Social Networks。Rehabilitation Psychology，47(2)，1165-1183。  new window
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13.Oliver, L. A.(2008)。Be prepared: tips for transitioning into early childhood education。Exceptional Parent，38(9)，20-22。  new window
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15.陳麗如(20041200)。國民中小學轉銜服務工作之執行現況研究。特殊教育學報，20，141-169。new window  延伸查詢new window
16.林素貞、丘愛鈴、莊勝義(20100600)。教育人員對我國身心障礙學生就讀大專校院教育議題之調查研究。高雄師大學報. 教育與社會科學類，28，61-83。new window  延伸查詢new window
17.Rous, B.、Hallam, R.、McCormick, K.、Cox, M.(2010)。Practices that support the transition to public preschool programs: Results from a national survey。Early Childhood Research Quarterly，25(1)，17-32。  new window
18.Bishop, M.(2005)。Quality of Life and Psychosocial Adaptation to Chronic Illness and Disability: Preliminary Analysis of a Conceptual and Theoretical Synthesis。Rehabilitation Counseling Bulletin，48(4)，219-231。  new window
19.許天威、蕭金土、吳訓生、林和姻、陳亭予(20020800)。大專校院身障礙學生學校適應狀況之研究。特殊教育學報，16，159-198。new window  延伸查詢new window
20.張英鵬(20010900)。我國大專身心障礙學生之生活品質研究。特殊教育學報，15，273-307。new window  延伸查詢new window
21.Carter, E. W.、Trainor, A. A.、Sun, Y.、Owens, L.(2009)。Assessing the transition-related strengths and needs of adolescents with high-incidence disabilities。Exceptional Children，76(1)，74-94。  new window
22.McMenamin, M. M.、Zirke, P. A.(2003)。OCR rulings under section 504 and the Americans with Disabilities Act: Higher education student cases。Journal on Postsecondary Education and Disability，16(2)，55-62。  new window
23.Rabren, K.、Johnson, C.(2010)。Postschool outcome data collection programs: Examples from two states。Career Development for Exceptional Individuals，33(1)，52-63。  new window
24.Repetto, J. B.、McGorray, S. P.、Wang, H.、Podmostko, M.、Andrews, W. D.、Lubbers, J.、Gritz, S.(2011)。The high school experience: What students with and without disabilities report as they leave school。Career Development for Exceptional Individuals，34(3)，142-152。  new window
25.Richter, S.、Test, D.(2011)。Effects of multimedia social stories on knowledge of adult outcomes and opportunities among transition-aged youth with significant cognitive disabilities。Education and Training in Autism and Developmental Disabilities，46(3)，410-442。  new window
26.Schutz, P. F.(2002)。Transition from secondary to postsecondary education for students with disabilities: An exploration of the phenomenon。Journal of College Reading and Learning，33(1)，46-61。  new window
27.張瑋珊(20061000)。從多元文化觀點探討大專院校肢體障礙學生諮商策略。諮商與輔導，250，39-46。  延伸查詢new window
28.Grewal, R.、Cote, J. A.、Baumgartner, H.(2004)。Multicollinearity and measurement error in structural equation models: Implications for theory testing。Marketing Science，23(4)，519-529。  new window
29.林惠芳(2005)。身心障礙就業轉銜。推波引水，46，1-4。  延伸查詢new window
30.宣崇慧(20010300)。資源教室方案理念在大專院校之實踐。特殊教育季刊，78，20-25。new window  延伸查詢new window
31.張月艮(19990400)。台北市公立高中資源班實施現況探討。高中教育，5，61-66。  延伸查詢new window
32.Akos, P.(2002)。Student Perceptions of the Transition from Elementary to Middle School。Professional School Counseling，5，339-345。  new window
33.Alverson, Charlotte、Naranjo, Jason M.、Yamamoto, Scott、Unruh, Deanne(2010)。Methods for Collecting Postschool Outcomes Data on Young Adults With Disabilities: A Literature Synthesis。Career Development for Exceptional Individuals，33(3)，155-164。  new window
34.Duchesne, Stéphane、Ratelle, Catherine、Roy, Amélie(2012)。Worries About Middle School Transition and Subsequent Adjustment: The Moderating Role of Classroom Goal Structure。The Journal of Early Adolescence，32(5)，681-710。  new window
35.Hamblet, Elizabeth C.(2009)。Helping Your Students with Disabilities during Their College Search。Journal of College Admission，205，6-15。  new window
36.Kellems, Ryan O.、Springer, Ben、Wilkins, Melinda K.、Anderson, Caroline(2016)。Collaboration in transition assessment: School psychologists and special educators working together to improve outcomes for students with disabilities。Preventing School Failure，60(3)，215-221。  new window
37.Novakovic, A.、Ross, D. E.(2015)。College student for a day: A transition program for high school students with disabilities。Journal of Postsecondary Education and Disability，28(2)，229-234。  new window
38.Test, D. W.、Mazzotti, Valerie L.、Mustian, April L.、Fowler, Catherine H.、Kortering, Larry J.、Kohler, Paula D.(2009)。Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities。Career Development for Exceptional Individuals，32(3)，160-181。  new window
39.Wadlington, Charles、DeOrnellas, Kathy、Scott, Shannon R.(2017)。Developing Effective Transition Reports for Secondary Students: A Nationwide Survey of College and University Disability Support Personnel。Exceptionality，25(3)，207-215。  new window
40.Wessel, Roger D.、Jones, Darolyn、Blanch, Christina L.、Markle, Larry(2015)。Pre-Enrollment Considerations of Undergraduate Wheelchair Users and Their Post-Enrollment Transitions。Journal of Postsecondary Education and Disability，28(1)，57-72。  new window
41.陳麗如(20081100)。大專校院身心障礙學生生活困擾與資源運用之研究。特殊教育研究學刊，33(3)，25-54。new window  延伸查詢new window
42.林坤燦、羅清水、邱瀞瑩(20081200)。臺灣地區大專校院身心障礙學生休退學現況調查研究。東臺灣特殊教育學報，10，1-19。new window  延伸查詢new window
43.吳武典(20030900)。Life Adjustment of Secondary School Graduates with Disabilities in Taiwan: A Follow-up Study。特殊教育研究學刊，25，43-59。new window  new window
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會議論文
1.Berger, J. B.、Malaney, G. D.(2001)。Assessing the transition of transfer students from community college to a university。The Annual Conference of the National Association of School Psychologists。Seattle, WA。  new window
研究報告
1.Fornell, Claes(1985)。A Second Generation of Multivariate Analysis: Classification of Methods and Implications for Marketing Research。Ann Arbor：Graduate School of Business Administration, University of Michigan。  new window
2.National Longitudinal Transition Study-2。After high school: A first look at the postschool experiences of youth with disabilities。  new window
學位論文
1.張如杏(2008)。嚴重情緒障礙學生自我決策、家庭參與在轉銜服務歷程之探討--以「又一村」情障班個案為例(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.張慧美(2004)。臺北縣國小一年級身心障礙兒童入學適應服務需求及現況調查(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.沈妏真(2007)。高雄地區國中資源班教師對轉銜的態度與服務現況之研究(碩士論文)。國立屏東教育大學。  延伸查詢new window
4.蘇皇妃(2008)。高職階段特殊教育學校智能障礙學生生涯轉銜課程分析與課程模式之研究(博士論文)。國立彰化師範大學，彰化市。new window  延伸查詢new window
5.紀瓊如(2006)。台南縣市身障學生家長參加IEP會議及ITP會議之調查研究(碩士論文)。國立臺南大學。  延伸查詢new window
6.吳季純(2008)。高職階段特殊教育學校(班)教師轉銜服務素養(碩士論文)。國立彰化師範大學。  延伸查詢new window
7.林和姻(2003)。高中職階段身心障礙學生升學轉銜服務之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
8.謝佩容(2010)。國小特教班教師對轉銜服務的現況及知能調查--以桃竹苗四縣市為例(碩士論文)。國立臺北教育大學。  延伸查詢new window
9.龔瑀婷(2013)。綜合職能科智能障礙學生升大專校院轉銜技能準備度之研究(碩士論文)。臺北巿立體育學院，臺北市。  延伸查詢new window
10.吳佳蒨(2007)。大學全盲畢業生就業轉銜需求之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.林幸台(2007)。身心障礙者生涯輔導與轉銜服務。臺北：心理出版社。new window  延伸查詢new window
2.Loehlin, J. C.(1992)。Latent variable models: An introduction to factor, path and structural analysis。Lawrence Erlbaum。  new window
3.Horowitz, S. H.、Kaloi, L.、Petroff, S.(2007)。Transition to kindergarten. Policy implications for struggling learners and those who may be at risk for learning disabilities。New York：National Center for Learning Disabilities。  new window
4.Kline, R. B.(2005)。Principles and practice of structural equation modeling。New York：Guilford。  new window
5.張偉豪(2012)。與結構方程模型共舞。臺北市：鼎茂。  延伸查詢new window
單篇論文
1.Stringari, T.(2003)。Community partnerships increase services and outcomes for students with psychological disabilities，https://eric.ed.gov/?q=ED480773&id=ED480773，(ED480773)。  new window
其他
1.教育部(2006)。教育部90學年度至92學年度身心障礙學生輔導就業狀況，http://www.cter.edu.tw/Manager/asp/Temp/。  延伸查詢new window
2.(2014)。一〇二學年度高等教育階段身心障礙學生統計，http://www.set.edu.tw/sta2/frame_ print.asp?filename=stuA_cityAll_spckind_ A/stuA_city_All_spckind_A_20091020.asp。  new window
3.(2018)。一〇六學年度高等教育階段身心障礙學生統計，http://www.set.edu.tw/sta2/frame_ print.asp?filename=stuA_cityAll_spckind_ A/stuA_city_All—spckind—A_20091020.asp。  new window
圖書論文
1.Hoyle, R. H.、Panter, A. T.(1995)。Writing about structural equation models。Structural equation modeling: Concepts, issues, and applications。Sage。  new window
 
 
 
 
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