職業技術教育導向的特殊教育課程實施成效及其對學生生涯準備的影響之個案研究

本研究旨在探究澳門某學校為完成特殊教育初中小班學生實施「職業技術教育導向的特殊教育課程」(簡稱「職導課程」)的成效,了解該課程對有特殊教育需要學生的生涯準備的影響,以及為有關學生提供職業導向課程的機遇和困難。本研究以個案研究的方法設計,採用質性與量化混合之資料收集方式進行,以問卷調查和半結構式深入訪談作為研究工具,對 2020/2021學年職導課程的所有學生(44 名)和教學人員(10 名)收集問卷,並向職導課程的 2 名教師、2 名教學助理員和 2 名畢業生進行訪談,繼而對研究問題加以分析和討論。
研究結果顯示:
一、本個案研究的學校實施的職導課程取得了良好成效,且符合課程開辦之預設目標,其中在提升工作所需的工作態度和工作能力的成效得分最高,提升學科基礎知識則最低。職導課程教學人員對課程實施成效的評分比學生的評分高,而高年級學生亦普遍對課程成效有較高的評價,專業實習的安排是職導課程組成的重要一環。
二、職導課程學生和教學人員在「生涯探索與準備」量表各層面的回應並無顯著差異,學生在「自我特質與認識」方面的探索與準備程度最佳,而高年級學生的評分皆顯著高於低年級學生。訪談結果也顯示,職導課程提供了試驗、培訓及實踐的機會,讓學生從不斷摸索中認知自己的能力和興趣,提升自身的
生涯調適力,從過去一直被人照顧的學生過渡成為一名有獨立工作能力的員工。
三、為有特殊教育需要學生提供職業導向課程的機遇取決於學生自身的能力,以及是否具備良好的工作態度和工作技能,而當中的實施困難包括:學生有着難以改變的個人特質、課程難以兼顧學生的個別差異、職業技能培訓的種類存有局限、家庭因素對學生有重大的影響和過渡職場的銜接支援略有不足。
基於以上研究結果,本研究提出了實務上的建議,以供與課程相關之學校、教師、家長、機構、企業和政府參考,期望能為有特殊教育需要學生提供更適切之教育,幫助其提升就業技能及改善生涯發展。

The purpose of this research was to explore (1) the effectiveness of the "Vocational Education Program for Students with Special Educational Needs" (referred to as "vocational education program") implemented by a Macao school for the students completing small classes of junior high school students with special education, (2) the impact of this program on their career preparation, as well as (3) the opportunities and difficulties faced by the vocational education program. This study adopted the case study method and was carried out with a combination of qualitative and quantitative data collection methods. Questionnaires and semi-structured in-depth interviews were used to collect data. All students (44) and teaching staff (10) in the vocational education program of the 2020/2021 academic year completed the questionnaire. Interviews were conducted with 2 teachers, 2 teaching assistants and 2 graduates. The findings showed that:
1. The vocational education program implemented by the schools achieved good impacts and was in line with the preset objectives of the program. Among nine goals, the participants considered they gained the most in improving the work attitude and ability required by the job. At the same time, the impact of improving basic knowledge of the subject was rated the least. The vocational education program's teaching staff rated the program's effectiveness higher than that of the students. The senior students generally rated higher than those junior students. The opportunities for job practice were the most influential part of the vocational education program.
2. There was no significant difference in the responses of students and teaching staff on the scale of "career exploration and preparation". The “self-understanding” of the scale had the highest score, while the scale scores of senior students were significantly higher than those of junior students. The interview results also showed that the vocational education program provided hands-on opportunities, training and practice, enabling students to develop their abilities and interests. These constant explorations improved students’ ability to comply with their careers and helped them transition from students to independent employees.
3. The participants who resisted change could not benefit from the vocational education program. Those with sufficient abilities, capacity, good working attitude and skills would benefit most from the program. The limitations and difficulties faced by the Program were the fixed-mind set of some students, unable to address the ranges of students’ differences, limited types of job training, students’ family factors, and insufficient bridging support to students of transiting to the workplace.
Based on the above research results, this study put forward practical suggestions for the reference of schools, teachers, parents, institutions, enterprises and government related to the program, hoping to provide a more appropriate vocational education for students with special educational needs, enhance their employability skills and career development.