臺灣博碩士論文加值系統

本研究採用質性研究方法，深入探究領有智能障礙輕度手冊的高職綜合職能科學生，從決定升學到進入大學間的轉銜過程與心理歷程。
本研究採個案研究，以觀察和訪談的方式與研究參與者進行互動，共為期一年。經過資料蒐集、分析與詮釋，歸納研究發現如下：
1. 研究參與者的父母希望能藉由大學環境，讓研究參與者能有更多嘗試的機會，最終的目的為期盼研究參與者能學習獨立生活。
2. 研究參與者進入大學就讀乃聽從父母的安排，自己並沒有特別喜歡或排斥的想法。
3. 研究參與者雖然表達出想要念大學的想法，但在準備升學的過程中均聽任家人的安排，抱持著隨遇而安的心態。
4. 研究參與者在進入大學後，最感到困難的面向分別為學業及人際問題，也曾因此多次萌生想要休學的念頭。
5. 實際觀察研究參與者在大學的三餐自理、住宿生活、日常交通及平時的休閒活動後發現：經過室友的協助與自己的摸索和適應，能適應無虞。
最後根據研究結果，針對智能障礙學生升學大專校院議題，對學校教育人員、智能障礙學生家長以及未來研究方向提出建議。

This qualitative study was adopted to profoundly explore the transition and the mental experiences of a young man with mildly mental retardation from his decision to admission into college.
And it’s an individual study interacting with the participant by means of the observation and interview, which lasted for a year. Through the gathering, analysis and explanation of all the information, the findings are as follows:
First, the parents of the participant expected their child to have more opportunities by going to college in the hope that in the long run the participant could learn to be independent.
Second, the participant didn’t have any ideas about going to college. It was the parents that made all the arrangements. When faced with difficulties in learning and personal relationship, the participant easily wanted to drop out of school.
Third, the participant expressed his desire to go to college, but during the process of preparation he followed the family’s arrangements.
Fourth, after admitted into college, the most difficult were academic work and personal relationship. As a result, the thought of dropping out of school arose from time to time.
When having trouble studying, the participant became more passive. What’s worse, the fear of being labeled and the lack of help from the resource classroom made the participant unable to ask for help from the resource classroom. The participant wanted to have good personal relationship hopefully, but tended to wait for interaction from the others. It turned out that the expansion of the personal relationship was limited. The participant tried to talk with classmates and join in class activities so as to improve the personal relationship. However, the interaction with classmates still lacked the appropriate social skill
Fifth, it showed that the participant was quite well-accustomed with the assistance of the roommates, and the self exploration and life adaptation in accordance with the observation of the participant’s life skills, including daily meal management, accommodation, transportation and leisurely recreation in college.
Last but not least, according to the results of the study, the above issue is aimed to make some suggestions to the authorities concerned, school faculties, and the parents of the students with mental retardation. Further studies are still needed.

第一章 緒論 1
第一節 研究契機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
第二章 文獻探討 8
第一節 智能障礙者的身心特質 8
第二節 美國智能障礙者中學後教育的轉銜 14
第三節 身心障礙者的升學路 35
第三章 研究方法 48
第一節 研究設計 48
第二節 研究對象及研究場域 50
第三節 研究者角色 53
第四節 資料蒐集與整理 55
第五節 資料處理與分析 58
第六節 研究信實度 60
第七節 研究倫理 61
第四章 研究結果 64
第一節 決定念大學的契機 64
第二節 邁向大學新生活 84
第三節 回首升學之路 114
第五章 結論與建議 124
第一節 研究結論 124
第二節 研究建議 128
參考文獻 132
附錄一、訪談同意書 144
附錄二、訪談事件表 145
附錄三、核心碼形成範例 148

一、中文部分

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許芳瑜、邱滿豔（2010）。智能障礙者家長參與轉銜歷程之研究—應用生態系統觀點。復健諮商，4，49-72。
許天威、蕭金土、吳訓生、林和姻、陳亭予（2002）。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。
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陳惠茹（2005）。身心障礙學生離校後生涯轉銜與家長參與。特殊教育
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陳淑瑜（2003）。父母或主要照顧者參與智能障礙子女未來照護規劃之
調查研究。特殊教育研究學刊，25，85-106。
張春興（2012）。教育心理學－三化取向的理論與實踐。台北：東華。
潘婉瑜、王春展（2006）。大學生的生活壓力與其因應策略。嘉南學報，
33，469-483。
潘淑滿（2003）。質性研究：理論與應用。台北：心理。
曾格妮（2006）。當一個人和障礙相遇～兩名國三學生的障礙經驗敘說。
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鈕文英（2003a）。美國智能障礙協會2002 年定義的內容和意涵。特殊
教育季刊，86，10-15。
鈕文英（2003b）。啟智教育課程與教學設計。台北：心理。
鈕文英（2011）。教育研究方法與論文寫作。台北：雙葉。
萬明美、張照明、陳麗君（1999）。大學視覺障礙學生學校生校適應及大
學同儕對其適應度之研究。特殊教育學報，12，1-40。
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