本研究旨在瞭解高雄市特殊學校高職部智能障礙類學生家長參與子女轉銜教育之情形，以及其對子女目前之服務滿意度與課程需求情形，藉以探討改善轉銜課程及服務的方法。研究中，設計以「轉銜導向之課程需求及滿意情形量表」訪問八十七至八十九學年度入學的學生家長共九十位。以t考驗及單因子變異數比較不同的性別、障礙類別、障礙程度與就學年段等學生個人變項之家長，其對課程的需求、課程服務滿意情形，以及參與教育的經驗是否有差異。並以少數開放式問題，收集家長意見，以輔助說明量的研究結果。
本研究結果如下：
一、家長參與障礙子女教育之情形：
（一）大部分家長以聯絡簿做為平日主要的親師溝通管道，且約接近半數的家長不瞭解子女的學習內容及其成效。
（二）大多數的家長希望子女畢業後能繼續接受服務，但費用負擔、交通安排、方案選擇性有限等困難，阻礙了障礙學生接受後續服務的可能性。
（三）家長不會因為子女的性別、障礙類別與障礙程度的不同而使得他們在參與教育的經驗有所差異，但是會因為子女的就學年級不同，而在討論畢業後安置的議題上有所差異。
二、家長對課程的需求度偏低，且皆認為子女最需學習「人際社交表現」課程。另外，家長會因為子女的性別及障礙程度不同而對部分因素之課程有需求上的差異。
三、家長對課程服務滿意度偏高，但對「增進自我決策能力」不太能回應。同時，家長僅會因為子女的障礙程度不同而使得部分因素滿意度有所差異。
本研究依上述之結果，針對高雄市特殊教育學校轉銜服務提出規劃之建議。
關鍵字：智能障礙學生、轉銜服務、轉銜需求

This study aimed at finding out parents’ involvement in the transition services for their children with mental retardation in three Special Education Schools in Kaohsiung. The survey instrument, “Transition-Oriented Curriculum Needs & Satisfaction Questionnaire” was used to investigate and interview with 90 randomly selected parents. The methods of t-test and one-way ANOVA were employed to analyze and compare parents’ responses on their involvement in transition education, their children’s needs and service satisfaction of transition curriculum. A number of open-end questions were used to collect the opinions of parents to help interpret survey results of the study.
The results are summarized as followed:
1. Parents’ involvement in the education of their retarded children
(1) Most parents regarded the Parent Correspondence Handbook as the main channel for communicating with teachers, and about half of the parents did not have the knowledge of the contents and results on what their children learn.
(2) Most parents hope that their children would receive continuous services after graduation.
(3) Parents’ experience of involvement didn’t have significant difference in terms of their children’s gender, categories and levels of severity of disabilities. The only significant difference occurred on the issues of arrangement after graduation.
2. Parents were generally low in the needs of curriculum, and felt that “Human Relation and Social Performance” is the most needed course. However, parents of children with different gender and level of severity of disabilities perceived different needs in part of the courses.
3. Parents’ satisfaction on transition services for their children were rather high, but they were difficult in responding to the “Enhance Self-Decision Making Ability” domain. Parents of children with different level of severity of disabilities had different level of satisfaction on part of the domains.
Several suggestions are provided for planning transition services in special education. Also, the restriction of this study and suggestions for future study are presented.
Keywords：students with mental disabilities, transition services, transition needs

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