研究生: |
謝嬌娥 Chiao-Er Hsieh |
---|---|
論文名稱: |
國中小啟智班教師運用特殊教育相關專業服務之研究 Practices and Conception of Related Services by Self-Contained Class Teachers in Taipei County |
指導教授: |
杜正治
Duh, Jeng-Jyh |
學位類別: |
碩士 Master |
系所名稱: |
特殊教育學系 Department of Special Education |
論文出版年: | 2004 |
畢業學年度: | 92 |
語文別: | 中文 |
論文頁數: | 124 |
中文關鍵詞: | 啟智班 、相關專業人員 、相關專業服務 |
英文關鍵詞: | Self-contained class, related therapists, related service |
論文種類: | 學術論文 |
相關次數: | 點閱:192 下載:31 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討台北縣國中小啟智班教師運用特殊教育相關專業服務的現況、看法、融入教學、個別化教育計畫情形、對相關專業諮詢服務的滿意度及遭遇的問題。
本研究方法以問卷調查法為主、訪談法為輔。研究者以自編「台北縣國中小啟智班教師運用特殊教育相關專業服務調查問卷」,針對100名台北縣國中小啟智班教師進行問卷調查。研究資料以次數百分比、t 檢定、單因子變異數分析處理。訪談法以半結構方式對10名台北縣國中小啟智班教師進行訪問,並依受訪者之意見進行歸納整理。
本研究的主要發現如下:
一、啟智班教師對特教相關專業服務抱持正向看法,亦能肯定特教相關專業服務對學生能力訓練的助益,惟接受服務學生進步的情形偏低。
二、啟智班教師融入教學、個別化教育計畫的差異情形為「不同年齡教師」、「不同年資教師」、「不同教育階段教師」及「有無參加研習教師」的背景變項中有顯著差異。
三、啟智班教師對特教相關專業人員服務滿意度的差異情形為「不同性別教師」、「不同教育階段教師」的背景變項中有顯著差異。
四、啟智班教師在運用特殊教育相關專業服務所面臨的問題,主要在於「相關專業人員服務的次數太少」,其次為「相關專業人員經常更換」、「相關專業人員的建議不符合學生需求」總共有二十六項問題。
本研究除根據上述發現做進一步討論外,並綜合結論與研究限制,提出對教育行政單位及未來研究之建議。
The study was to explore the practices of related services by self-contained class teachers in Taipei County. A self-designed questionnaire was employed to collect data in accompany with in-depth interviews. Participants consisted of 100 special education teachers across the county. Data were analyzed in terms of percentages, Student-t test and ANOVA. Results were listed as follows:
1.Special education teachers were positive in their conception of related services, though comparatively very few students received these related services at this point in time.
2.A significant difference was found in “inclusion” and “IEP” among such background traits of special education teachers as follows: ages, experiences, and educational levels.
3.With regard to satisfaction rate of related services, special education teachers differed from each other based on their genders and educational levels.
4.Difficulties confronted by special education teachers involved “few frequencies of related services”, “often change of professionals”, and “related services not meeting students’ needs”.
Based on the above findings, some suggestions were made toward education administrators. As well, limitations of the study and future advices were discussed.
王天苗(民83):啟智工作的省思-朝向人性化、本土化的發展。特殊教育季刊,50,5-14。
王天苗(民92):特殊教育相關專業服務作業手冊。教育部特殊教育工作小組。
中華民國智障者家長總會、台北市政府社會局主辦(89.6.26-27)。中外早期療育服務經驗交流研討會研習手冊。
台北縣政府教育局主辦(民90.7.1-2)。台北縣八十九學年度身心障礙團隊治療工作研討會研習手冊。
台北縣政府教育局主辦(民92.6.22)。台北縣九十一學年度特教相關專服務知能研習手冊。
台北縣教育資源網(民92)。學校行政。World Wide Web:http://sol.tpc.edu.tw/edu/index0/general.asp。檢索日期:92.09.15。
江煒堃(民92):特殊教育專業團隊運作現況及需求之研究。台中師範學院國民教育研究所,未出版。
身心障礙教育專業團隊設置與實施辦法(民88):中華民國八十八年一月二十七日教育部台(八八)參字第八八○○八○一二號令訂定發布。
吳亭芳、孟令夫(民89)相關專業服務團隊。收於林寶貴主編。特殊教育理論與實務(頁559-590)。台北:心理出版社。
周天賜(民83):特殊教育相關服務的問題與趨勢。特殊教育季刊,53,1-7。
林清山(民84)。心理與教育統計學(初版五刷)。台北市:東華書局。
特殊教育法(民86):中華民國八十六年五月十日總統華總(一)義字第八六○○一一二八二○號。
特殊教育法施行細則(民87):中華民國八十七年五月二十九日教育部台(八七)參字第八七一○五七二六六號全修正公佈。
特教新知通訊(民84a):語言治療師巡迴輔導北市國小智障學童。特教新知通訊,2(6),17-18。
鈕文英(民87):身心障礙教育專業團隊設置與實施辦法之制定研究。教育部特殊教育工作小組。
張蓓莉(民89):特殊教育法中專業人員的定位與團隊合作的架構與現況
。促進台灣教育系統中的物理治療服務研討會手冊。
趙可屏(民86):台灣地區國民教育階段在家教育學童專業整合服務之現況研究。彰化師範大學特殊教育研究所碩士論文,未出版。
廖華芳等(民87):跨科技專業整合早期療育模式輔導教養院初步研究。中華物療誌,23(1),12-23。
廖華芳(民87):發展遲緩兒童早期療育專業團隊合作模式。中華物療誌,23(2),127-140。
廖華芳、李靜芬、黃惠聲(民90):台北縣特殊教育三年專業團隊運作模式的成果。物理治療,26(3),147-158。
蔡昌原(民91):國小啟仁班實施專業團隊服務模式之行動研究。國立高雄師範大學特殊教育研究所碩士論文,未出版。
劉斐文(民92):啟智學校教師參與專業團隊合作之基本能力的研
究。彰化師範大學特殊教育研究所博士論文,未出版。
蕭夙娟(民85):國中小啟智班實施專業整合之意見調查研究。國立
台灣師範大學特殊教育研究所碩士論文,未出版。
顏秀雯(民90):以教師為個案管理員的專業團隊運作-以一個國小
為例。國立台灣師範大學特殊教育研究所碩士論文,已出版。
羅鈞令(民87):台北市學校體系職能治療模式之建立。摘自中華民
國職能治療學會第九屆第一次會員大會暨第十八次學術研討會會議資料。台北:中華民國職能治療學會。
Ainscow, M.(1998)Exploring links between special needs and school improvement.British Journal of Learning Support,13,70-75.
Andrews,R.J.(1974)Multidisciplinary models in special education Slow Child, 22(1),45-47.
Auxter,D., Pyfer,J.,&Huettig,C.(1997).Principles and
methods of adapted physical education and recreation.Dubuque, IA:Brown&Benchmark.
Bailey, D.R.,&Cox,J.(1989).A triaxial model of the interdisciplinary team and group process.Exceptional Children,51,17-25.
Bailey,B.R.,&Downing,J.(1990).Sharing the Responsibility:Using a transdisciplinary team approach to enhance the learning of students with severe disabilities. Journal of Educational&Psychological Consultation,1(3),259-278.
Browder,D.M.(1997).Education students with severe disabilities:Enhancing the conversation between research and practice.The Journal of Special Education,31,137-144.
Campbell,P.H.(1987).The integrated programming team: An approach for coordinating professionals of various disciplines in programs for students with severe and multiple handicaps. Journal of the Association for persons with Severe Handicaps,12(2),107-116.
Carpenter,S.L.,King-Sears,M.E.,&Keys,S.G.(2003).Counselors, educators and families as transdisciplinary team:more effective inclusion for students with disabilities. Professional School Counseling,2,1-9.
Carter,J.,&Sugai,G.(1989)Survey on preferred practices:Responses from state departments of education .Exceptional Children,55,298-302.
Chapman,L.,&Ware,J.(1999).Challenging traditional roles and perceptions:Using a transdisciplinary apporach in an inclusive mainstream school.Support For Learning,14(3),104-109.
Dettmer,P.,Turston,L.P.,&Dyck,N.(2002).Consultation, collaboration and teamwork for students with special needs.(4th ed).Boston :Allyn and Bacon.
Dule,K.,Korner,H.,Williams,J.,&Carter,M.(1999).Delivering therapy services for students with high support needs:Perceptions of roles, priorities and best practice. Journal of Intellectual&Developmental Disability,24 (3),243-263.
Giangreco,M.F.,York,J.,&Rainforth,B.(1989).Providing related services to learners with severe handicaps in educational settings:Pursuing the least restrictive option.Pediatric Physical Therapy,1(2),55-63.
Golin,A.K.,&Ducanis,A.J.(1981).The interdisciplinary team:A handbook for the education of exceptional children.
Hart V.(1977).The use of many disciplines with the severely and profoundly handicapped .In E.Sontag,J.Smith,& N.Certo(Eds)Educational programming for the severely and profoundly handicapped(pp.391-396).Reston, VA:Council for Exceptional Children.
Idol,L.,Paolucci-Whitcomb,P.,&Nevin, A.(1986).Collaborative consultation . Austin,TX:PRO-ED.
Kabler,M.L.,&Carlton,G.M.(2001). Educational exceptional students:A comprehensive team approach.All Rights Reserved 11(2),88-96.
Korinek,L.,&Mclaughlin,V.L.(1995).Least restrictive
environment and collaboration.Preventing School Failure,39 (3),6-13.
Korinek,L.,&Mclaughlin,V.(1996).Preservice preparation for interdisciplinary collaboration:The intervention assistance teaming project.Contemporary Education,68 (1),41-45.
Lyon,S.,& Lyon,G.(1980).Teaming and staff development:A role release approach to providing educational services for severely handicapped students. Journal ofthe Association for the Severely handicapped,5,250-263
Lytle,R.K.,&Bordin,J.(2001).Enhancing the IEP team:Strategies or parents and professional. Teaching Exceptional Children,33(5),40-44.
Ogletree,B.T.(1999).Introduction to teaming.In B.T. Ogletree,M.A. Fischer,& J.B.Schulz(Eds),Bridging the family-professional gap:Facilitating interdisciplinary services for children with disabilities(pp.3-11).Spring-field, Ⅱ:Thomas.
Ogletree,B.T.,Bull,J.,Drew,R.,&Lunnen,K.Y.(2001).Team-based service delivery for students with disabilities:Practice option and guidelines for success. Intervention in School and Clinic,36(3),138-145.
Orelove,F.P.&Sobsey,D.(1996).Educating children with multiple disabilities:A transdisciplinary approach(3rd ed). Baltimore:Paul H. Brookes.
Rainforth,B.,York,J.,& Macdonald, C.(1992). Collaborative teams for students with severe disabilities:Integrating therapy and educational services. Baltimore:Paul H. Brookes.
Rokusek,C.(1995).Introduction to the concept of interdisciplinary practice, IN B.A.Thyer&N.P.Kropf(Eds),
Developmental disabilities:A handbook for interdisciplinary practice(pp.1-12). Cambridge,MA:Brookline.
Soodak,L.(1990).Social behavior and knowledge of social scripts among mentally retarded adults. American Journal on Mental Retardation,94(5),515-521.
Walther-Thomas,C.S.,Korinek, L., Mclaughlin,V.L.(1999). Collaboration to support students success. Focus on Exceptional Children ,32(3),1-18.
York,J.,Rainforth,B.,&Giangreco, M.(1990).Transdisciplinary teamwork and integrated therapy:Clarifying the misconceptions.Pediatric Physical Therapy,2,73-79.
Ysseldyke,J.E.,&Algozzine,B.,Thurlow,M.L.(1992).Critical issues in special education. Boston, MA:Houghton Mifflin.