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題 名 | 國中小啟智班實施專業整合之意見調查研究=Cross-Disciplinary Team Services for Intellectually Disabled Students in Special Classes at the Primary and Secondary School Levels |
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作 者 | 蕭夙娟; 王天苗; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 16 1998.06[民87.06] |
頁 次 | 頁131-150 |
分類號 | 529.62 |
關鍵詞 | 專業整合; 啟智班; Cross-disciplinary team services; Intellectually disabled; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在討探國中小啟智班實施專業整合之需求、實施辦法及相關問題。研究 分兩階段進行,第一階段採訪談方式,以半結構方式對 26 位啟智工作者進行訪問;第二階 段依據訪談結果,研究者自編「國中小啟智班實施專業整合意見問卷」,採用 Delphi 方法 針對 26 位啟智教育之相關專家學者進行意見之重要性評選。研究資料以百分比、平均數及 肯德爾和諧係數進行比較分析。 本研究主要結果如下:1. 國中小啟智班實施專業整合的需求性高, 主要需要的相關專業人 員包括語言治療師、物理治療師、職能治療師。 2. 專業整合之實施最好依情況需要彈性採 專業人員固定地點或巡迴方式進行。若採巡迴提供服務,較宜由縣市或分區內指定學校聘任 專職相關專業人員巡迴地區內所屬啟智班,其次可由縣市政府教育局聘任專職相關專業人員 不分區負責縣市內啟智班的巡迴輔導。若採固定地點方式,較宜由縣市或分區內的指定學校 聘任專職相關專業人員在該校輔導各校轉介來的啟智班學生。 3. 啟智教師與其他專業人員 的合作方式最宜採相關專業人員透過個案討論會指導老師進行教學活動,另也可採由專業人 員(包括教師)透過個案討論會,瞭解個案情形但分別進行教學活動的方式。專業整合運作 的協調工作以輔導主任或教組長擔任較宜。所需經費宜由教育補助費、醫療健保給付或社政 單位相關補助費支應。 4. 聘任相關專業人員可視情況由學校與醫院簽約或由教育體系自行 進用;相關專業人員聘任的考量宜以具專業證照資格者優先,其次為專業學系所(組)畢業 且於職前講習或養成教育接受過特教相關課程者。 5. 國中小啟智班實施專業整合宜由法令 制度、經費、專業協商、行政、人員培訓、宣導和研究等多方面配合條件著手規劃或執行。 |
英文摘要 | The purposes of this study were to explore the needs, practices, and preparation of cross-disciplinary team services for intellectually disabled students in special classes at the primary and secondary school levels. The Data was collected through semi-structured interviews with 26 special educators and Delphi surveys with 26 experts in special education and related professions. Percentage, means and Kendall coefficient of concordance were used for the analysis of the data. Thr results of this study were as follows: (1) Cross-disciplinary team services were very much needed for intellectually disabled students in special classes at the primary and secondary school levels and the most needed professionals were speech, physical, and occupational therapists. (2) The provision of team services could be either itinerant consultation or school-based services. (3) The transdisciplinary and interdisciplinary teaming approaches were suggested for the collaboration between special education teachers and related professionals. (4) Chiefs of school counselors and special education head teachers were important to play a role in coordination. (5) The related services professionals could be employed on the part-time or full-time bases. (6) professionals who had licenses or special training courses were highly recommended to be employed. A few of work were then suggested to be done before implementing cross-disciplinary team services. |
本系統中英文摘要資訊取自各篇刊載內容。