高中實習在身障生的生涯發展中發揮關鍵的影響。實習屬工作本位學習的一環，需職場與學校合作制定計劃、提供指導，並明確各自職責。本研究旨在還原特教教師（特師）與雇主為學生提供實習輔導的經驗，整合雙方觀點，探索其合作過程及對實習的反思。本研究採質性研究法，訪談4組合作過的特師與雇主，職類包括洗滌業、醫院傳送及門市服務業。此外，還進行實地觀察與文件蒐集。結果顯示，實習準備涉及職場的媒合與聯繫，及安排專人為學生提供指導。特師與雇主形塑介入方針，不僅觀察學生工作表現來發現其需求，還採結構化指導鞏固學生的工作技能和安全意識。他們會根據學生表現調整及褪除輔導措施。特師與雇主透過合作相互增能：特師作為溝通橋樑，既理解職場的立場，也清楚學生所面臨的挑戰；特師在徵詢職場對培訓方式的建議後，設計課程來輔導學生；雇主則向特師諮詢學生特質及適當應對策略，藉此營造友善工作環境，並增強職場員工在協助與培訓學生方面的能力。本研究重新詮釋實習在身障生生涯發展中的定位，探討在實習期間進行職務輪替及職種轉換的可能，並揭示實習對學生生涯探索與體驗的意義。最後，針對實習規劃、學生自我決策、家長參與、實習手冊及實習薪酬議題提出建議。

Internships in senior high school play an important role in the career development of students with disabilities. Internships are part of work-based learning, requiring collaboration between the workplace and school to plan the internships, provide interns with guidance, and clarify their respective responsibilities. This study aimed to understand the experiences of special education teachers and employers in providing interns with guidance, to integrate their perspectives in exploring their collaboration process and reflections on the internships. In this study, data were collected by interviewing four pairs of teachers and employers from the laundry industry, hospital porter services, and chain store services, and were coded using a qualitative approach. In addition, document collection and field observations were also conducted. The results indicated that internship preparation involved workplace matchmaking and contact, as well as arranging personnel to provide guidance to interns. Teachers and employers developed intervention strategies by observing students' job performance to identify their needs and used structured instruction to enhance their job skills and safety awareness. They adjusted and gradually reduced support measures based on the students' performance; through collaboration, they empowered one another. Teachers served as communication bridges, understanding both the workplace’s perspective and the challenges faced by students. After consulting with employers on training methods, teachers designed curricula to support students' learning. Employers, in turn, sought advice from teachers on students' characteristics and appropriate response strategies, which helped foster a supportive workplace environment. This study reinterpreted the role of internships in the career development of students with disabilities, exploring the potential for job transitions and rotations during internships. Furthermore, the significance of internships for students' career development in terms of exploration and experience was discussed. Finally, suggestions were provided regarding internship planning, student self-determination, parental involvement, internship handbooks, and internship stipends.

特教教師、雇主、職場實習、身心障礙學生、生涯發展

special education teachers, employers, workplace internship, students with disabilities, career development