本研究旨在檢視臺北市實施視障學生生涯教育與融合教育的成效。本研究以臺北市接納視障學生的一所國中與一所高中為研究對象，針對特殊教育組長、班級導師、科任教師、資源班教師及視障學生家長進行焦點團體訪談，並以檔案資料回顧蒐集研究資料。本研究以持續比較法分析資料。研究發現五項生涯教育支持與兩項融合教育支持，此外，本研究亦發現視障學生在生涯教育遭遇的兩項障礙與在融合教育面臨的兩項障礙。本研究從教育資源分配與學校組織改革等方向提出建議，期能協助兩所學校推動視障學生生涯教育與融合教育。

The purpose of the study was to investigate the effects of career education and the efforts being made toward inclusion of special needs students in Taipei city. We selected one junior high school and one senior high school accepting students with visual impairments as the site for this study. Data was collected through focus group interviews and a review of the literature. This study selected school directors of the special education division, homeroom teachers, content area teachers, resource room teachers and the parents of students as participants in the study, employing grounded theory for data analysis. In addition to five ways in which career education is supported, and two ways in which students are included, the study also revealed two barriers confronted by students with visual impairments: (1) the limitations of individualized transitional program meetings; (2) the attitudes of parents. We found that students with visual impairments face two barriers in inclusion: (1) a lack of special education professionals; (2) a high teacherstudent ratio. This study makes a number of proposals regarding the allocation of educational resources and the means by which barriers to career education and inclusion can be eliminated through a reformation of the organization of schools. Through the adoption of these suggestions, we expect that these two schools could more effectively promote career education and inclusion.

視障學生;生涯教育;融合教育;專業發展

students with visual impairments; career education; inclusive education; professional development