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題名:海峽兩岸視覺障礙教育教師實施功能性視覺評估及訓練現況比較之研究
作者:張弘昌
作者(外文):Chang-Hung Chang
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
學位類別:博士
出版日期:2013
主題關鍵詞:視覺障礙功能性視覺評估功能性視覺訓練海峽兩岸比較研究法visual impairmentfunctional vision evaluationfunctional vision trainingboth sides of Taiwan Straitcomparison research method
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本研究主要比較海峽兩岸視覺障礙教育教師實施功能性視覺評估及訓練的現況。研究設計採混合研究中的主-輔設計(dominant-less dominant design),並同時採取量化問卷調查及質性訪談的方式蒐集資料。臺灣地區共發出67份問卷,回收54份有效問卷,回收率為80.3%。大陸地區發出23份問卷,回收19 份有效問卷,回收率為82.6%。此外,並從中選取海峽兩岸九位符合研究的目的視障教育教師接受訪談。本研究以敘述統計進行量化資料分析,以樣版式分析法進行質性資分析料。本研究主要發現如下:
1.針對接受功能性視覺評估的對象,臺灣以視多障學生(含大腦皮質盲)所佔的比率為最高。大陸則以低視生所佔的比率為最高。
2. 海峽兩岸約有七成視障教育教師認為功能性視覺評估表格需針對不同教育階段、視障的類型、評估表格的格式及統一評估項目進行設計。
3.海峽兩岸約有七成以上視障教育教師未具備實施功能性視覺評估的
專業能力,其中,以眼科學知識的欠缺及視多障學生評估經驗不足
為海峽兩岸視障教育教師專業能力不足的共同原因。
4. 海峽兩岸約有六成的視障教育教師未具備實施功能性視覺訓練的專業能力。臺灣以仍在學習及經驗不足為主因,大陸部分以訓練專業的知識不足為主因。
5. 海峽兩岸適合執行功能性視覺評估及訓練人員的看法,臺灣以視障教育教師的比例最高,大陸則以康復師所佔的比率最高。
6. 海峽兩岸視障教育教師實施功能性視覺評估的困難中,均以「學生障礙程度太重,以致無法配合」所佔的比率最高。實施功能性視覺訓練的困難均以「專業能力不足」所佔的比率最高。
The purposes of this research were to compare the present status of both sides of the Taiwan Strait teachers of students with visual impairments on applying functional vision evaluation and training. As for mixed method, this study adopted dominant-less dominant design to collect both quantitative and qualitative data simultaneously. In Taiwan, 71 questionnaires were distributed and 54 effective questionnaires were returned. The response rate of questionnaires was 80.3%. In China, 23 questionnaires were distributed to teachers of students with visual impairments and 19 effective questionnaires were returned. The response rate of questionnaires was 82.6%. Nine participants were recruited from both sides of the Taiwan Strait teachers of students with visual impairments for interviewing. The descriptive statistics was used in quantitative data and template analysis style method was used in qualitative data analysis. The main findings were summarized as follows:
1. Among the students who accepted functional vision evaluation, the highest proportion in Taiwan was students with visual and multiple disabilities. The highest proportion in China was the low vision students .
2.Above average of 70% teachers of students with visual impairments in Taiwan and China considered that they should develop functional vision evaluation forms according to different education levels, different types of visual impairments and unify content of functional vision evaluation.
3.More than 70% of teachers of students with visual impairments of both sides of the Taiwan Strait lacked of capacity for functional vision evaluation.
The main reasons were lacking of ophthalmology knowledge and
evaluating inexperience about students with visual and multiple disabilities.
4.About 60% of teachers of students with visual impairments of both sides of the Taiwan Strait lacked of capacity for functional vision training.
The main reason was lacking of professional knowledge in Taiwan. The main reason was lacking of professional training knowledge in China.
5. Among the opinions of the most proper persons to apply functional vision evaluation and training, in Taiwan, the highest proportion of opinions was teachers of students with visual impairments. In China, the highest proportion of opinions was rehabilitation teachers.
6. Both the teachers of students with visual impairments in Taiwan and China, from the survey of problem items to apply functional vision evaluation, the highest proportion was that the degree of students with visual impairments were too serious. The problem items to apply functional vision training, the highest proportion was lacking of professional ability.
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