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題名 | 物理治療對在家教育學童之成效=The Effects of Physical Therapy for the Disabled Students Educated at Home |
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作者 | 廖華芳; 林麗琴; 吳雪玉; 吳毓敏; 陳錦瑩; 李韻邨; 毛佩君; 蕭淑芳; 曹政琪; 湯明翰; 李惠玲; 李佳蓉; 陳昭慧; 陳雅玲; 徐中盈; 陳藍萍; 白淑娥; 邱重賢; 鄭玉疊; | 書刊名 | 中華民國物理治療學會雜誌 |
卷期 | 22:1 1997.01[民86.01] |
頁次 | 頁35-54 |
分類號 | 418.996 |
關鍵詞 | 學校物理治療效果; 在家教育學童; 專業整合; 功能障礙模式; Effect of school physical therapy; Students educated at home; Inter-disciplinary approach; Disability model; |
語文 | 中文(Chinese) |
中文摘要 | 為落實「特殊教育法」精神,了解臺北縣在家教育學童之身心障礙情形,並探討 到校物理治療之效果,乃進行此研究。於 1995 年 8 月在臺北縣分區對 148 位在家教育學 童舉行醫療鑑定與物理與物理治療評估之後, 77 位學童依據治療師、老師之判斷與家長之 參與意願,接受 7 個月之到校定點直接治療或諮詢治療。 本研究中,物理治療之評估與治 療以由美國國立復健醫療研中心所提之「功能障礙模式」( disability model )為主,即 使用哈利博士等人所設計之「兒童身心障礙評量表」,了解其功能障礙情形,並據忐訂定訓 練目標並評量治療前後之差別。 結果顯示:96% 學童為重度智障, 60% 再加上腦性麻痺, 40% 有癲癇,幾乎全為多重障礙; 其日常生活自理依賴者佔 82% 至 96%,移位能力需協助 者佔 75% 至 93%,溝通與人際關係需協助者佔 82% 至 92%;49% 有關節孿縮,26% 有脊柱 側彎;提供到校物理治療確實可增君這些學童之移動能力與日常生活自理能力,尤以接受直 接治療者之效果更明顯。然而本研究之醫療人員皆以研究方式短期參與,為長期有效執行, 法令制度仍有待改進,且宜彈性採取專業科際整合模式、直接或諮詢治療方式提供在家或在 校治療。(中華物療誌 1997;22 ( 1 ):35-54 ) |
英文摘要 | The purposes of this study were to investigate the physical conditions and functional abilities of 201 students who were educated at home in Taipei County, and to evaluate the effect of a school physical therapy program on these children. One hundred and 48 home-educated students received physical examinations by a group of physicians and physical therapists in August 1995. among them, 77 students (52%) also received direct or indirect physical therapy services at their nearby school for 7 months according to their treatment potential and the motivation of parents after that evaluation. the "disability model" developed by the National Center for Medical Rehabilitation Research of USA, was used in physical therapy evaluation and treatment. "Pediatric Evaluation of Disability Inventory" developed by Haley and colleagues, was used as evaluation tool and treatment guideline for the children. Severe mental retardation with cerebral palsy or convulsion was diagnosed in 60% or 41% of the students. Eighty-two to 96 percent of the students were dependent on out side assistance to perform various activities of daily living, 75% to 93% were dependent in various mobility functions, and 82% to 92% in various communication activities and personal-social activities. Forty-nine percent of the students had conditions involving joint contracture, and 26% had scoliosis. The school physical therapy program improved the mobility and activities of daily living of these students, especially in the direct treatment group. The results suggest that physical therapy is definitely needed for handicapped children. Students with multiple disabilities also need a trans-disciplinary or inter-discip;inary approach to education at school. The authors suggest that policies should be changed to allow for the long-term involvement of medical personnel in the educational system in Taiwan.(JPTA ROC 1997;22(1):35-54) |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。