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題 名 | 宜蘭縣在家教育學生身心障礙情況與選取學童之參考準則之探討=Functional Evaluation and Selection Criteria for Students Educated at Home in I-Lan County, Taiwan |
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作 者 | 廖華芳; 吳雪玉; 陳昭慧; 藍富淵; 林大鈞; 林景文; 張逸千; 洪玟華; 王宜忠; 游白雲; 黃玉瓊; 林束玉; 林靜蓉; 王本榮; | 書刊名 | 中華民國物理治療學會雜誌 |
卷 期 | 22:2 1997.04[民86.04] |
頁 次 | 頁106-120 |
分類號 | 529.5 |
關鍵詞 | 學校物理治療; 選取學童標準; 專業間整合; School physical therapy; Criteria of student selection; Inter-disciplinary approach; |
語 文 | 中文(Chinese) |
中文摘要 | 台灣「特殊教育法」公佈已有20多年,醫療與教育之結合最近才開始發 展,為了解宜蘭縣在家教有學童之身心障礙狀況,並探討物理治療師選取學童之 參考準則,乃進行此研究。於1996年5月對宜蘭縣在家教育70位學童舉行醫療鑑 定與功能評估。本研究對物理治療師與職能治療師施以短期訓練以發展治療師角 色參與評估,並由兩位資深物理治療師根據評估結果建議每位學童之服務模式, 以克服宜蘭地區治療師人力缺乏之現象。結果顯示:(1)在家教育學童以中重度智 障配合癲癇、腦性麻痺等多重障礙為最多數;(2)根據「兒童身心障礙評量表」 (Pedatric Evaluation of Disability Inventory)結果,其日常生活自理各項功能未獨立者 佔47至95,移動各項功能未獨立者佔36至70,溝通與人際關係等各項社會功能需 協助者佔70至93;(3)56位經醫療鑑定與功能評估之學童中,其中治療師建議學童 接受直接治療者7位(13),接受諮詢治療者22位(39);(4)學童之年齡、移動功能與" 社會功能高於移動功能"為治療師建義治療模式之參考因素,然而這些參考因素 是否適當可行,有待進一步研究;(5)家長接受治療之意願與治療師建議之治療模 式有出入,因此定點服務方案之推動還須注意先前溝通工作。(中華物療誌 1997:22(2):106-120) |
英文摘要 | The purposes of this study were to investigatethe functional conditions of students who were educated at home in I-Lan County and to evaluate thecriteria that physical therapists used to select studentsfor intervention. All the home-educated students received physical examinations by a group of physicians, physical therapists and occupational therapistsin May 1996. After evaluation, the treatment mode,that was direct service, counseling service or non-therapist service, was suggested by 2 senior physical therapists. The results were as follows. Severe mental retardation with cerebral palsy or convulsion was diagnosed in most of the students. According to the results of "Pediatric Evaluation of Disability Inventory", 47-95 percent were dependent on outside help in various activities of daily living, 36-70 in various mobility functions, and 70-93 in various communication activities and personal-social activities. Among the students, 13 were advised to receive direct service, 39 counseling service. The references that therapists used to select students for intervention were the social function of the students betterthan the mobility function, the age and the mobilityfunction of the student. Whether the above references were proper that needs further study. Parents' motivation for participation of treatment and the treatment mode suggested by the therapists were differentin some cases. Therefore, more communications wereneeded before intervention. (JPTA ROC 1997;22(2):106-120) |
本系統中英文摘要資訊取自各篇刊載內容。