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題名:重度及多重障礙學生個別化課程擬定與執行之研究
作者:黃志雄 引用關係
作者(外文):Chih-Hsiung Huang
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
指導教授:葉瓊華
莊妙芬
學位類別:博士
出版日期:2007
主題關鍵詞:合作性團隊個別化課程擬定與執行家長參與重度及多重障礙collaborative teamworkdesing and implementing of individualized curriculumparental involvementsevere and multiple disabilities
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從文獻和實務經驗中得知,目前重度及多重障礙學生的學習需求,尚未能獲得充分的滿足,其中存在著許多個別化課程擬定與執行方面的限制和問題。因此,本研究以參與的行動研究為主軸,採用半結構深度訪談方式,訪談25特教教師和31位學生家長,以瞭解教師與家長參與重度及多重障礙學生,個別化課程擬定與執行之現況。此外,組織兩組以親師為核心之行動團隊,經由行動研究的歷程,探討親師共同參與個別化課程擬定與執行的可行性和成效,以解決重度及多重障礙學生在課程與教學上的問題。
本研究之主要發現如下:
1. 教師與家長參與個別化課程擬定與執行之現況為:
(1)教師受限於學校的課程規定,在個別化課程的擬定上,難以有效地滿足學生的個別需求。
(2)家長參與IEP會議的比率高,但較少與老師討論個別化課程的內容。
(3)教師對於親師共同參與的態度中立,和家長的積極態度有落差。
(4)教師在個別化課程擬定與執行方面的需求,以專業知能為主,家長的需求則是以獲得教養知能和心理支持為主。
2. 親師共同參與個別化課程擬定與執行的行動歷程包括:(1)形成行動團隊、(2)瞭解團隊現況與需求、(3)共同擬定行動計畫、(4)實施生態評量、(5)共同擬定個別化課程、(6)發展個別化課程的執行與調整策略、(7)共同執行個別化課程與教學、(8)檢討與調整IEP、(9)評量學生學習成果、(10)共同檢核行動成效。
3. 親師共同參與對學生的影響有(1)增加課堂參與表現、(2)增加自我控制能力、(3)增加使用輔具溝通表達的能力。
4. 親師共同參與對家長的影響為(1)增進親師關係和互動、(2)增加對孩子學習需求的瞭解、和(3)增加家長的參與程度。
5. 親師共同參與對教師的影響為(1)增進親師間的溝通與合作、(2)增進教師的教學成長與支持、(3)增進教師尋求資源的策略。
6. 親師共同參與個別化課程擬定與執行之可行性作法包括:(1)合作性的團隊運作方式、(2)系統性行動策略的調整與應用、(3)建立親師溝通的平台、以及(4)生態課程的發展與應用。
According to the special education literature review and practical experience, the needs of education of students with severe and multiple disabilities have not been satisfied yet. Especially, there are a lot of questions on the designing and implementing of individualized curricu- lum and teaching strategies. Therefore, the semistructured in-depth in- terview were adopted in the research. In order to understand the present situation in designing and implementing of individualized curriculum of the students with severe and multiple disabilities, 25 special education teachers and 31 parents were interviewed. Besides, the two collaborative teams were organized in the core of teachers and parents. From the pro- gress of the action research, the teams want to know the feasibility and effects on the designing and implementing of individualized curriculum. As a result , the problems of students with severe and multiple disabili- ties on curriculum and teaching strategies will be solved.
The major findings include:
1. The present situations in the teachers' and parents' participation in designing and implementing of individualized curriculum were as follows:
(1)Because of the restricts of the school's curriculum, teachers can't meet the needs of students with severe and multiple disabilities.
(2)Parents participate in the IEP meeting frequently, but they have fewer discussion with teacher about the content of the IEP.
(3)The attitudes of teachers toward parents' participation were neutral, however, parents toward parents' participation were positive.
(4)For teachers, the needs in designing and implementing of indivi- dualized curriculum were professional knowledge, but for parents, the needs were acquiring bring-up knowledge and psychosocial supports.
2. The action research process of parents and teachers to participate the designing and implementing of individualized curriculum includes: (1)forming the action team, (2)understanding the present situation and needs of the team, (3)designing the action program together, (4) practicing the ecological assessment, (5)designing the individualized curriculum together, (6)developing adaptation strategies of indivi- dualized curriculum, (7)implementing the individualized curriculum and teaching strategies, (8)reviewing and adapting the IEP, (9) asse- ssing the learning outcomes of student, (10)proceeding the examina- tion collectively.
3. The effects on students were: (1) the performance increased in class- room participation, (2)the ability of self-control raised, (3)the ability of expression communication enhanced in using assistant technology.
4. The effects on parents were: (1)the improvement of the relationship and interaction of parents and teachers, (2)the understanding of the children' needs of learning, (3)the enhancement of the degree of pa- rent's involvement.
5. The effects on teachers were: (1)the enhancement of the communica- tion and collaboration between parents and teachers, (2)the acquire- ment of the growth and support of teaching, (3)getting more strateg- ies to look for resources.
6. The probable methods for parents and teachers planning together on the designing and implementing of individualized curriculum include: (1)the operation of collaborative teamwork, (2)adapting and imple- menting of systematic strategies, (3)the establishment of the com- munication between parents and teachers, (4)developing and imple- menting of ecological curriculum.
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