The Study of Transition Services for the Students Leaving Special High Schools or Classes

　　本研究主要目的在探討高中職特殊教育學校（班）學生離校轉銜服務需求與服務取得現象。研究首先以質的處理出發，經由量的分析編製研究工具，發現轉銜服務內涵共包括八個因素。經分層抽樣取得202位受訪者進行調查研究，所得資料經次數分配、單因子變異數分析、及逐步迴歸等統計分析發現結果如下：（1）研究顯示臺灣地區高中職特殊教育學校班學生，之離校轉銜服務需求具有普遍偏高的現象，而轉銜服務的取得則有偏低的現象；（2）離校轉銜服務之差異情形：（a）離校已否、障礙類別、合作模式，在學生之多項轉銜服務需求具有顯著差異；（b）離校已否、障礙類別、障礙程度、就業經驗、居住城鄉、ITP運作及合作模式，在學生之多項轉銜服務取得具有顯著差異。（3）預測轉銜服務的情形：（a）預測轉銜服務需求之預測變異量由.12到.26；（b）預測轉銜服務取得之預測變異量由.14到.32。本研究最後並針對結果，提出對身心障礙學生轉銜教育與輔導，及進一步研究之建議。
　　The purpose of this study was to explore the condition of transition services of senior-high-school student with disabilities. A transition Service Scale Was developed via qualitative method. Two hundred and two subject stratifiedly sampled were analyzed through frequency, ANOVA, and stepwise regression. The data showed: 1. The students leaving special schools or classes were in highly needs of the transition services but only got a few. 2. In terms of services need, there were significant differences between the services-need and leaving school or not, disability type, as well as disability level. In terms of services-gotten, there were significant differences between services-gotten and leaving school or not, disability type, disability level, working experiences, living area, ITP doing, as well as cooperation. 3. The variances to predict services-need were from .12 to .26. The variances to predict services-gotten were from .14 to .32. Based upon the findings, the implications for practice and research were discussed.