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題 名 | 學齡前期自閉兒母親參與經驗之個案研究--特殊幼兒「融合適應模式」之紮根試探=A Case Study of the Mother's Perspectives and Experience of Autism Young Children--The Grounded Approach of Inclusive Adaptation Model |
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作 者 | 唐紀絜; 林惠芬; 龔仁棉; 王文科; 簡言軒; | 書刊名 | 大仁學報 |
卷 期 | 24 2003.12[民92.12] |
頁 次 | 頁73-97 |
分類號 | 529.68 |
關鍵詞 | 學齡前幼兒; 融合品質; 自閉症; 質的個案研究; Preschool young children; Inclusive quality; Autism; Qualitative case study; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究是以質的個案研究方式,每週一次三小時之觀察與訪談就讀某公立幼稚園前融合班就讀之4. 5歲自閉症男孩母親參與經驗。應用深度訪談及參與式觀察方法收集資料,自民國90年9月1日至12月31日共13次之訪談與觀察記錄,以持續性比較方法分析資料,結果發現學前自閉兒母親參與融合早期教育經驗之核心變項為『促進獨立』,其中包括六個概念類組(categories):(1). 家長對正常化生活的需求,(2). 『個別性教育計畫IEP』之擬訂與傳統教學課程整合需求,(3). 家長參與學前融合療育之能力,(4). 個人自尊與價值,(5). 資源及轉銜整合需求,及(6). 安全及發展性融合療育環境之創造等六個向度。 此模式在臨床實務上可應用於特殊幼兒學前融合班之早期療育課程、親職教育及社會支持,以促進特殊幼兒獨立。在早療實證研究領域中,建議:(1). 以理論抽樣及持續比較分析法之「扎根理論」探就『融合適應模式』概念類組及理論關係之正確性;(2). 可以完整之故事性描述記錄、研究者間信度(Inter-reliability)及三角交叉法(Triangulation)等方式建立質性研究信度;並以參與者對訪談記錄內容檢核(Member check)、長期性的參與(Prolonged engagement)、增加研究者本身對特殊嬰兒的融合療育實務與研究經驗、及同儕間的分析討論報告與檢核(Peer debriefing)建立質的研究之效度。希冀藉此研究結果能提供於進一步的理論飽合之紮根研究之基礎,並提供特殊幼兒及家長全人、全家、全程、及全隊之整體性高品質早期療育之服務。 |
英文摘要 | Over the past three decades, the field of Early Intervention / Early Childhood Special Education (EI/ECSE) has grown dramatically, establishing itself as a discipline. Inclusive environment has been emerged in infant and preschool with special needs. The aim of this research study was to identify and explore the different perceptions of subjects for the inculusive adaptation of disable young children in Taiwan. The subjects were the autism boy who was 4.5 years old, his teacher and mother. A grounded theory approach was used to develop a theoretical model to be applied to the inclusive adaptation of the disable young children in kindergarden. Qualitative case study design had been used. The methodology and design of the data collection had two parts. First was a participative observation to obtain relevant demographic and learning information about the autism boy. Second was the use of interview and narrative methods to elicit the opinions and experiences of all participants (mother and teacher). The subsequent data analysis used the constant comparative method to identify concepts, subcategories, categories, and finally the core variable. This core variable was identified as promoting independence. The theoretical model that emerged, the Preschool Inclusive Quality (PIQ) Model should help inclusive Early Intervention staff build a quality culture that shapes their beliefs and actions, and guides the use of quality assurance activities within their facilities. Furthermore, the study provides a basis for further research while increasing knowledge and understanding of this phenomenon. |
本系統中英文摘要資訊取自各篇刊載內容。