身心障礙大學生生涯抉擇歷程之研究

Abstract

本研究旨在探討身心障礙學生從高中轉銜至大學的歷程中，如何決定就讀學校、科系，以及入學後的適應情形是否受轉銜準備與生涯抉擇影響。研究採個案研究，訪談四名研究參與者及其家長、教師當年在轉銜階段所做的準備，以及考慮的因素為何。 本研究的發現與結論如下： 一、四名研究參與者在轉銜準備階段的重心為升學資訊取得與能力養成，但是能力養成側重學業能力。轉銜準備對於後續的抉擇有正面幫助。 二、生涯抉擇的相關因素可歸納為身心障礙程度與類別，升學考試成績、個人性向與意願、獨立生活能力、現行升學制度、日後就業、重要他人意見、社會期待等八項因素，其中身心障礙衍生的特殊需求在學生升學生涯抉擇歷程扮演關鍵角色。 三、四名研究參與者紛紛錯過心目中的理想科系，但是入學後的適應情形未必不良。興趣可以多元，也可以培養，身障生本身養成的能力是否足以應付大學所需，才是影響入學後生活適應情形良窳的重要因素。 最後根據研究結果，針對身心障礙學生轉銜階段的生涯抉擇該主題，對教育主管機關、安置身心障礙學生的高中與大學以及未來研究提出建議。

The purpose of this research is to explore how students with disabilities choose their college majors while preparing to transit from senior high school to college and also examine the relationship between transition preparation, career decision-making and life adaptation after college enrollment. By using the method of case study, four college students with disabilities as well as their parents and teacher were interviewed as describing their transition preparation and factors they considered at the transition stage. Findings and conclusions of this research are as follows: Ⅰ.Four participants focused on college entrance information acquisition and abilities development, which for the most part concentrated on academic performance only. Transition preparation was beneficial to the follow-up decision-making. Ⅱ.Factors relating to career decision-making can be induced into eight themes: category and degree of disability, college entrance exam scores, aptitude and intention, independent life skills, current college entrance system, employment, recommendation of key persons, and social expectation. Above all, special needs derived from disability were crucial to career decision-making process. Ⅲ.All four participants failed to be admitted to their preferred department. Nevertheless, their life adaptation was not considered to be poor after enrollment. Interests are varied and can be cultivated. The most important factor of adaptation is the abilities cultivated at the transition stage. In conclusion, this research provides suggestions for educational authorities, senior high schools, colleges and future researches based on its findings about career decision-making processes of college students with disabilities.