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題 名 | 啟智班IEP實施狀況及啟智班教師對IEP態度之研究=The Status and Teachers' Attitudes of IEP in Classroom for Students with Mental Retardation |
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作 者 | 胡永崇; | 書刊名 | 屏東師院學報 |
卷 期 | 16 2002.03[民91.03] |
頁 次 | 頁135-174 |
分類號 | 529.62 |
關鍵詞 | 個別化教育計畫; IEP; Individualized education program; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的為瞭解臺灣地區國民中小學啟智班個別化教育計畫(indiidualized education program,IEP)實施之狀況及啟智班教師對個別化教育計畫之態度。研究對象包括臺灣地區啟智學校國中部、國小部教師,及一般國民中學及國民小學啟智班教師。 主要研究結果如下:(1)99%的啟智班教師皆已瞭解特殊教育法已將IEP列為強制規定,且92.5%的教師亦已為每位身心障礙學生擬定IEP,不過同時亦有59.6%的教師表示「IEP應付檢查的性質大於對教學的實質幫助」,且有29.1%的教師不同意「自己每日之教學與IEP之間具有密切關係」的說法;(2)約有50%的教師表示編寫一位學生的IEP需費時六小時(含)以上;(3)76.8%的教師表示開學前或開學後一個月內擬定IEP較適當;(4)約80%的教師表示,IEP有助於顯示教師的教學績效及學生之進步情形,IEP亦有助於保障家長及學生的教育權益;(5)95.2%的教師表示參加IEP會議是家長的權益,但也有超過80%的教師表示家長對於IEP會議不夠重視,對IEP的性質也不甚瞭解;(6)多數教師表示他們在擬定及執行IEP的過程中,皆曾遭遇若干困難,也需要相關的支持與協助。其中97.3%的教師希望IEP的內容及格式能夠予以簡化;(7)88.2%的教師表示自己具有編擬IEP的能力,而表示自己具有編擬IEP能力的教師對於IEP也持較為積極之態度,發展IEP所遭遇的困難及所需的協助也較少;(8)自認稱職及具有特教碩士學位或研究所四十學分班者,編寫及執行IEP所遭遇的困難較少。 |
英文摘要 | The purposes of this study were to investigate the status and teachers' attitudes of IEP in elementary and secondary school classroom for students with mental retardation in Taiwan. The major findings were as follows: (1)99% teachers had known that IEP is one of the legal requirements under the amendments of the Special Education Act in 1997, and 92.5% had developed an IEP for every student with disabilities and it included most of the components regulated in the act; (2)53.6% teachers indicated that it took six or more hours to develop a student's IEP; (3)76.8% teachers indicated that the appropriate deadline to complete IEP was one month after the beginning of each term; (4)about 80% teachers felt that IEP should indicate teachers' accountability and students' progress, and IEP is a protection of students and parents' rights; (5)95.2% teachers indicated that it was the parent's privilege to participate in the IEP meeting, however, 80% more teachers felt that the parent haven't participated in the IEP meeting fully; (6)most teachers felt that they have a lot of difficulties and they also need some assistance and support during developing and implementing IEP; (7)those teachers who felt that they are capable of developing IEP have more positive attitudes toward IEP 。 |
本系統中英文摘要資訊取自各篇刊載內容。