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題名:身心障礙學生接受「在家自行教育」之現況與檢討
書刊名:特殊教育研究學刊
作者:蔣興傑
作者(外文):Chiang, Hsing-chieh
出版日期:1994
卷期:11
頁次:頁63-87
主題關鍵詞:身心障礙學生在家自行教育
原始連結:連回原系統網址new window
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     本研究旨在探討國民教育階段「在家自行教育」制度實施之現況、亟待解決之問題及改善之道。以各縣市八十二學年度「在家自行教育」學生為對象,以自編「在家自行教育狀況及意見調查表」(分巡迴輔導教師及「在家自行教育」業務承辦人二式)為研究工具,做全面性問卷調查,並擬定訪談主題,以半結構式問題對家長進行抽樣訪談。經得 (巡迴) 輔導教師樣本773人 (有效達成率91%),業務承辦人樣本 21人 (有效達成率91%),家長樣本48人 (有效達成率 100%)。本研究主要發現如下:(1)大多縣市未訂定輔導辦法,擔任 (巡迴) 輔導工作之教師有六成未受過合格之特殊教育訓練,各縣市實施方式相當不一致;(2)教師在執行輔導工作時以教學輔導方面之困難最為嚴重,家長對於「在家自行教育」有錯誤認知;申請「在家自行教育」之原因為;受到學校拒絕、未通過特殊學校 (班) 之鑑定、教養機構品質與數量不符需求、學校無法妥善照顧學生或學校教育幫助不大、障礙程度過於嚴重以及學生在家方便照顧;(3)家長有二分之一強肯定「在家自行教育」之功能,教師與承辦人則認為實施續效「不是很理想」(佔七成以上),但有六成認為可「修改後繼續實施」;(4)家長對於「教育代金」多有錯誤認知 (當作生活費、醫療費、營養費),教師則較傾向提高代金金額,綜合這方面之主要建議有;延長申請年限、簡化申請手續、明確訂定用途、增加補助對象;(5)無法到校受教育之重度障礙兒童之教育需求依序為;安排養護、機能復健、親職教育及醫學治療;其最適當的安置方式依序為;教養機構、醫院附設特殊班、特殊學校。根據研究結果,研究者,從行政決策、安置機構、教師進修及福利、相關專業且服務及親職教育等六方面提出可行之改進建議,並對未來研究提出三點看法。
     The purpose of this study was to explore the current stares, problems, and the way of improvement of the "home-bound self-teaching model"(HBSIM). The target population was students who attended the HBSIM in 1993. The instrument was two-form survey questionnaire: one was concerned with the itinerant teacher, and the other with the staff in charge of the HBSIM affairs. As a result, the available subjects consisted of 773 itinerant teachers (91% of the target sample), 21 people in charge of affairs (91% of the target sample), 48 parents (100% of the target sample). The data were analyzed in terms of frequency distribution, percentage, and the chi-square test. The main findings were as follows: 1. Most cities/ counties, didn't set up the procedures of guidance and 60% itinerant teachers didn't receive certified special education training. 2. It appeared that most parents misunderstood the HBSIM. The reasons of application for the HBSIM included: (a) children were refused by the school, (b) children failed to pass the screening,(c) the quality and the quantity of institutions didn't fit needs, (d) schools couldn't take good care of children , and (e) it was more convenient for children with severe disabilities to be educated at home. 3. More than 50% of parents have positive attitude toward the HBSIM; more than 70% teachers and staff thought that the effect was not satisfactory, whereas 60% of them thought that the model, if revised, could be implemented. 4. Most of the parents misunderstood the "education subsidies" and considered it as living expenses, medical expenses, and nutrition expenses. The suggestions from both teachers and parents included extending service years, simplifying application procedures, identifying the purpose, and increasing subsidiary subjects. 5. The educational needs of the children who were severely disabled and failed to attend school were : arrangement of educational institutions, functional rehabilitation, parental education, and medical therapy. 6. Most of the subjects thought that the educational placement for the children who were severely disabled and failed to attend school were special institutions, special classes attached to hospitals, and special schools. According to the result of this study, the suggestions of improving the HBSIM were: administrative policies, placement institutions, professional training for teachers, consulting sen4ces, related professional services, and parental education.
期刊論文
1.吳武典(19940600)。我國身心障礙兒童教育安置之檢討。師大學報,39,134-181。new window  延伸查詢new window
2.林寶貴(1993)。當前特殊教育問題。推波引水,2,17-18。  延伸查詢new window
3.林寶貴、張蓓莉、吳武典、王天苗、洪儷瑜、林美秀、陳昭儀(19940600)。殘障人士失學原因及教育對其適應之影響。特殊教育研究學刊,10,43-74。new window  延伸查詢new window
4.吳武典、盧台華、王振德、陳龍安(19900600)。國民教育階段身心障礙兒童安置狀況調查研究。特殊教育研究學刊,6,1-18。new window  延伸查詢new window
5.加藤忠雄(1990)。訪問教育の實態と課題--全國訪問教育研究會「訪問教育の實態と課題」紹介と問題の檢討。障害問題研究,63,84-90。  延伸查詢new window
6.McGarry, B. D.(1982)。The Rowley Decision: How the supreme courtviews the education of handicapped children。Journal of Visual Impairmentand Blindness,76。  new window
7.吳武典(19920600)。Critical Issues in Educational Placement for Children with Mental Retardation。特殊教育研究學刊,8,69-81。new window  new window
會議論文
1.Mittler, P.(1987)。Toward interated education。The 8th Asian Conference in Mental Retardation,(會議日期: Non. 14-19)。  new window
研究報告
1.立法院(1987)。審查「特殊教育法實施細則」第一次聯席會議紀錄。  延伸查詢new window
2.立法院(1987)。審查「特殊教育法實施細則」第二次聯席會議紀錄。  延伸查詢new window
3.陳榮華、許澤銘、施金池(1993)。中日學齡特殊兒童建定就學及輔導制度之比較研究。  延伸查詢new window
4.教育部(1986)。教育部函,台(76)國字第41359號。  延伸查詢new window
圖書
1.吳武典(1990)。特殊教育的理念與做法。台北:心理出版社。  延伸查詢new window
2.李建興、林寶貴(1991)。我國各縣市特殊教育學生鑑定及就學輔導委員會工作執行成效訪視報告。教育部教育研究委員會。  延伸查詢new window
3.加藤忠雄、西村圭也(1992)。先生の宅配便。京都市:文理閣圖書。  延伸查詢new window
4.王善美(1993)。臺灣省各縣市實施在家自行教育制度概況調查研究。屏東縣特殊兒童鑑定及就學輔導委員會。  延伸查詢new window
5.毛連塭(1990)。殘障人口就學狀況及其改進之道。台北市:行政院研究發展考核委員會。  延伸查詢new window
6.林寶貴(1979)。日本特殊學校教育措施與特殊學校課程綱要。  延伸查詢new window
7.教育部特殊兒童普查小組(1976)。中華民國特殊兒童普查報告。台北市:教育部。  延伸查詢new window
8.日本精神薄弱者福祉聯盟(1992)。精神薄弱問題白書--1993版。東京:日本文化科學社。  延伸查詢new window
9.Tucker, J. A.(1980)。Nineteen steps for assessing nonbiased placement of students in special education。Reston, VA:The Council for Exceptional children。  new window
10.Tucker, B. P.、Goldstein, B. A.、Sorenson, G.(1993)。The Educational Rights of Children with Disabilities: Analysis, Decisions and Commentary。Horsham, Pa:LRP Publications。  new window
11.吳武典、林寶貴(1992)。特殊兒童綜合輔導手冊:第二次全國特殊兒童普查結果之應用。臺北:國立臺灣師範大學特殊教育研究所。  延伸查詢new window
12.郭為藩(1993)。特殊兒童心理與教育。臺北:文景書局。  延伸查詢new window
其他
1.教育部國教司(1993)。國民教育工作報告。  延伸查詢new window
2.陳榮華(1994)。當前國內特殊教育發展的困境及其因應之策略,金門。  延伸查詢new window
3.教育部(1989)。七十六學年度國民小學中重度啟智教育訪視工作報告。  延伸查詢new window
圖書論文
1.林貴美(1989)。中重度殘障兒童「在家自行教育」措施的探討。中重度障礙兒童在家自行教育輔導彙編。台北市:台灣省立台北師範學院特殊教育中心。  延伸查詢new window
2.何華國(1989)。「在家自行教育」之觀感與建議。中重度障礙兒童在家自行教育輔導彙編。台灣省立台北師範學院特殊教育中心。  延伸查詢new window
3.楊元享(1989)。淺談「重度障礙同胞」之教育措施。中重度障礙兒童在家自行教育輔導彙編。臺北市:省立台北師範學院特殊教育中心。  延伸查詢new window
 
 
 
 
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