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題名 | 臺灣地區特殊教育相關專業服務實施現況及意見調查之研究=A Survey on Implementation and Opinions of the Provision of Therapy Services in Educational Environments in Taiwan |
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作者 | 孫世恆; 王天苗; Sun, Shih-heng; Wang, Tien-miau; |
期刊 | 特殊教育研究學刊 |
出版日期 | 20040300 |
卷期 | 26 2004.03[民93.03] |
頁次 | 頁19-43 |
分類號 | 529.5 |
語文 | chi |
關鍵詞 | 特殊教育相關專業服務; 個別化教育計畫; Therapy services; Individualized educational plans; |
中文摘要 | 本研究目的在調查臺灣地區特殊教育相關專業服務實施現況,並瞭解相關人員對服務的滿意度及意見。本研究以自編「特殊教育相關專業服務實施現況調查表」,分別調查縣市教育局行政人員21人、國中小及特殊學校有團隊合作經驗的班級老師628人、相關專業人員146人及行政人員173人。重要的研究結果包括:(1)有13個縣市表示辦理相關專業服務的經費不足,因應的方法是減少服務次數以及改變服務方式。(2)相關專業服務的申請以職能治療、語言治療及物理治療為主,臨床心理、語言治療與物理治療服務較無法滿足需求。(3)各縣市相關專業服務主要由兼任人力提供,原因是聘不到專任人力、專任人力服務量不足、財政主計單位不同意編制專任人力。(4)治療師多數在評估前會與老師進行討論,主要採入班或帶離教室「獨自進行」評估。(5),大多數學校都召開團對會議,但治療師參與設計個別化教育計畫並不多,老師與治療師的溝通管道與時間都不足。(6)治療師提供服務的方式主要是「在活動室或教室外某處,單獨進行」的「直接治療」,能進入學生學習環境提供服務的方式仍不普遍。(7)接受調查者對於相關專業服務整體滿意度相當高,但治療師對於「人事制度」與「福利待遇」的滿意比例較低。(8)受調查者多數同意「協助老師解決學生學習與生活問題」是特教相關專業服務的主要目的。(9)各縣市應建立轉介等作業程序,並依照幅員大小及身心障礙學生人數,聘請足夠的治療師提供服務,其中應優先聘用職能治療師、物理治療師和語言治療師。(10)學校應提供行政協助,強化團隊會議的運作,決定相關專業服務、設計和檢討個別化教育計畫,使教師與治療師能提供以學生需求為導向的整合性服務。 |
英文摘要 | Students with disability usually encountered difficulty in learning, being a student and participating in school life. Related service was provided to benefit stude4nts with disability in school. This study investigated the provision of related services in Taiwan. A survey for the provision of related services was used to collect the opinions from 21 county administers, 628 teachers, 173 school administrators and 146 therapists. The important results included: (1) Thirteen counties indicated overheads for therapy services were insufficient. Service was declined and pattern was modified accordingly. (2) Most of the therapy service application were occupational therapy, speech therapy and physical therapy. The needs for clinical psychology, speech therapy and physical therapy services were unmet. (3) Most of therapy services were provided by part-time staff due to insufficient funding and unavailability of full time position and staff. (4) The therapists usually evaluated students in their school context alone, and discussed with teachers before evaluation. (5) Team meetings were held regularly in most schools. The therapists did not participate in the team meeting and development of individualized educational plan on a regular basis. The communication between teacher and therapist was insufficient. (6) The therapists directly treated the students outside the classroom. Ecological approach and co-teaching was uncommon. (7) Subjects were satisfied with therapy services but therapists were less satisfied with personnel system and remuneration. (8) Subjects agreed the main purpose of therapy services was to help students with disability participating school life and learning in school with teachers. (9) Each county should set up standard operation procedures for therapy services. Therapy service teams should be established according to the geographic distribution and number of the students. Team member should include occupational therapist, phycial therapist and speech therapist (10) Schools should ameliorate the operation of team meeting and make it become the decision making mechanism of therapy services. Teachers and therapists should cooperate to provide student-orient services. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。