特殊教育教師暨雇主輔導身心障礙學生職場實習經驗歷程與省思之探討

Abstract

本研究旨在瞭解特殊教育教師（特師）與雇主輔導身心障礙學生職場實習之經驗歷程與省思。本研究採配對形式邀請四組有合作經驗的特師與雇主，共計八位參與者參與研究，並以訪談、文件分析與實地觀察等方式進行資料的蒐集。研究者遵循現象學手法，輔以MAXQDA軟體工具，對質性資料進行編碼工作。研究結果發現：一、職場實習準備，特師與雇主均強調學生態度與觀念之重要；職場安排須評估職場的適切性，及考量學生與職場的匹配程度，替學生媒合適合職種；學生在職場的參與和實習時間隨年級其強度漸增；職場資源主要由他人推薦與特師主動尋覓，或請職業輔導員開發；至於雇主接受實習心態，除了想幫助學生外，更希望藉此培訓員工。二、輔導實習歷程，評量標準依據學生狀況應個別化，且評量須著重引導學生思考與解決問題；評量向度有出勤、服儀、態度、技能、情緒、應對；特師提到評量要質量並行，採納不同評量者觀點，協助學生改善工作表現；職務安排原則有明確指示、指派基礎工作與填補人力缺口；介入輔導階段為觀察、返校、陪伴、調整、介入、褪除；至於輔導工作技能策略含步驟教學、循序漸進、重複練習、視覺提示、特師請益職員；除此之外，雇主態度、職場氛圍、自然支持與對學生的鼓勵，其亦有助於學生的職場適應。三、特師與雇主互動，其合作模式要素有：分工、聯繫、支持、溝通；特師與雇主釋放各自專業輔導學生，合作過程雙方保持聯繫，學校須向職場解釋學生行為，雇主方能適性輔導學生；另外，特師在職場扮演：溝通、觀察、引導、陪伴及倡議角色，其角色在實踐中成長；雇主則扮演訓練、傾聽、照顧與倡議等角色。四、對職場實習的省思，特師與雇主分別在接受職場實習心態、職種類型、職場規模、課程綱要、職場安排、學生職業興趣評估、實習檢討、家長參與，及實習支薪議題上，提出省思與建議。五、職場實習意義，職場實習為學生就業前的暖身，學生能在保護的職場環境下鍛鍊學習；職場實習歷程，學生體驗不同職場的「人、環境、工作」，培養與累積工作能力，以提高銜接就業之可能。研究建議：研究上提出不同研究對象、職業興趣探索，及職場實習輔導方案等研究方向；實務上從職場準備、職場輔導與家長參與進行探討；制度上則對擬定職場實習手冊、運作形式與實習支薪等議題提出建言。

Purpose: This study was to understand the experiences and reflections of special education teachers (teachers) and employers on workplace internships for students with disabilities. Methods: Four groups of collaboratively experienced teachers and employers, totaling eight participants, were invited to participate in the study through a matching format. The researcher adopted a phenomenological approach and used the MAXQDA software tool to code the qualitative data. Results: (1) Preparation for workplace internship: Both teachers and employers emphasize the importance of students' attitudes and concepts. When arranging workplaces for students, teachers should assess the suitability of the workplace and consider the degree of match between students and the workplace. Students' participation and internship time in the workplace increase in intensity as they progress through the years. Teachers search for workplace resources actively or develop them with the help of recommendations and vocational counselors. Employers accept internships not only to help students but also to train regular employees. (2) The experiences of workplace internship guidance: The evaluation criteria are individualized according to the student's status, and the evaluation should focus on guiding students to think as well as solve problems. The evaluation criteria include attendance, dress, attitude, skills, emotion, and response. Teachers mention that assessment should emphasize qualitative and quantitative data and adopt different assessors' viewpoints to help students improve their performance. The principles of job arrangement are clear instructions, assignment of essential work, along with filling workforce gaps. The stages of intervention are observation, return to school, accompanying, adjustment, intervention, and fading. As for the work skills, teaching strategies include step-by-step teaching and requirements, repetition, visual cueing, and asking the staff for advice. In addition, the employer's attitude, workplace atmosphere, natural support, and encouragement to students also help students' workplace adaptation. (3) Teacher-employer interaction: The elements of the cooperation model are "division of work, connection, support, along with communication". The school must explain the student's behavior to the workplace so that the employers can train students appropriately. Furthermore, teachers play the roles of communication, observation, guidance, companionship, and advocacy in theworkplace, and their roles also grow in practice; employers play the roles of training, listening, caring, and advocacy. (4) Reflections on workplace internship: Teachers and employers make reflections and suggestions on issues such as employers' attitudes toward accepting internship, job types, workplace scale, course outline, workplace arrangement, assessment of students' interests, internship review, parental involvement, and internship salary. (5) Meaning of workplace internship: A workplace internship is a warm-up for students before employment. Students can train and learn in a protected work environment. During the workplace internship, students can also experience the "people, environment, and work" of different workplaces. Moreover, students develop work skills, enhancing the possibility of bridging employment through internships. Implications: This study proposes suggestions for research directions such as different research subjects, exploration of career interests, as well as internship guidance programs; practical aspects are explored in terms of workplace preparation, internship guidance, and parental involvement; institutional aspects are proposed in terms of developing a workplace internship handbook, forms of workplace internship, together with workplace internship payroll.