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題 名 | A Study of Kindergarten Teachers' Understandings of Developmental Delay=幼稚園教師對於發展遲緩的概念認知之研究 |
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作 者 | 蔡昆瀛; | 書刊名 | 臺北市立師範學院學報. 教育類 |
卷 期 | 35:1 民93.03 |
頁 次 | 頁155-180 |
分類號 | 529.68 |
關鍵詞 | 幼稚園教師; 發展遲緩; 幼兒特殊教育; 早期療育; Developmental delay; Kindergarten teacher; Early childhood special education; Early intervention; |
語 文 | 英文(English) |
中文摘要 | 本研究以半結構式個別晤談法與自編之發展遲緩幼兒特徵量表,探討幼稚園教師對於「發展遲緩」的概念內涵,研究對象為52名臺北市公、私立幼稚園大班的教師,資料經內容分析與統計處理後,主要的研究發展如下:(1)教師對發展遲緩的角義傾向於「幼兒自身(within-child)」模式而非「交互作用(interaction)」模式,多數教師從常模參照、發展和徵狀的觀點來解讀發展遲緩,最普遍的定義元素是「發展落後於同齡幼兒」。(2)教師對發展遲緩幼兒的特質之遲述既廣泛且多樣,惟以和學習、情緒行動及動作發展相關之特質較常被提及,其中尤以「學習方面跟不上,為回答率最高的一項特質。(3)生物因素和環境因素同時被教師視為發展遲緩的可能成因,其中,家庭因素是最主要的環境因素,學校因素則鮮少為教師提及。(4)多數教師認為發展遲緩乃一傘狀的廣泛類別名詞,可以含括其他的特教類吸;而教師對發展遲緩和其他特教類吸的關係思辨,則可廉納出徵狀、教育成效、成因、可六要定性、療育方法和標的對象等六大概念向度,其蠍以徵狀區辨的觀點最為普遍。(5)依據發展遲緩幼兒特徵量表填答結果顯示,一般性描述較特定問題更易被教師評定為發展遲緩的典型特徵,典型性最高的前三項特徵為:發展程度落後同齡幼兒、粗大動作能力差和智力低於常態水準。 |
英文摘要 | The purpose of this study was to determine kindergarten teachers’ implicit concepts about the term “developmental delay”. The methods of data collection included individual interviews with 52 teachers to elicit their understanding of this category, and a characteristic rating scale completed by the teachers to examine their perceptions in a different approach from interview. The key findings are summarized below. (1)The teachers’ definitions of developmental delay were dominated by a within-child dimension rather than an interactive dimension. The most frequently referred models were the normative, developmental and syndrome models. The most common features in their definitions were: ‘development lags behind other children of the same age’. (2)The characteristics of children with developmental delay were seen as wide ranging. The most commonly mentioned areas included learning, emotionally/behavioural and motor development. The top characteristic was: inability to keep pace with learning. (3)Both biological and environmental factors were perceived to be possible causes of developmental delay. (4)Developmental delay was generally viewed as an umbrella category covering other categories in special education. The teachers differentiated this term from other categories in special education. The teachers differentiated this term from other categories by means of the following perspectives: syndrome, educational effect, cause, identifiableness, intervention approach and target group, but with a preference for the syndrome perspective. (5)The rating scale results suggested the teachers tended to characterize developmental delay in terms of general rather than specific features. The most highly rated characteristics included: lower developmental level than children of the same age, poor gross motor skills, and below normal intelligence. |
本系統中英文摘要資訊取自各篇刊載內容。