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題名：親師共同參與重度障礙學生個別化教育計畫之研究
書刊名：特殊教育與復健學報
作者：黃志雄 引用關係
作者(外文)：Huang, Chih-hsiung
出版日期：2011
卷期：24
頁次：頁27-56
主題關鍵詞：重度障礙學生；個別化教育計畫；親師合作；The student with severe disabilities；Individualized education program；Parent-teacher collaboration
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:67
  • 點閱點閱:73
本研究之目的在探討親師共同參與IEP擬定與執行所遭遇的問題和困難，以一名重度障礙學生的需求和親師互動的問題為出發點，組織以家長和教師為核心之行動團隊，透過參與式行動研究的過程尋找解決問題的策略。親師共同參與IEP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IEP、(6) 發展IEP執行與調整策略、(7) 共同執行IEP、(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。 研究結果發現，親師共同參與IEP擬定與執行的行動歷程，除了能夠促使重度障礙學生獲得良好的學習結果外，亦能促進教師與家長的共同參與意願和合作能力。研究發現合作性團隊的運作、系統性行動策略的應用與調整，以及建立親師溝通的平台，是親師共同參與的可行方式，此外，定期召開團隊檢核會議，經由團隊成員間的討論與分享，以及適時地同理和支持，能促進親師間有效的溝通和互動，以及合作性團隊的運作。
The purpose of this study was to explore the problems and difficulties encountered by parents and teachers when designing and implementing the individualized education program (IEP) of a student with severe disabilities. The collaborative team consisted of teachers and parents. From the progress of the action research, the team wanted to know the feasibility and effects of the IEP process. For this reason, potential problems of the IEP and parent-teacher relationship would be diminished. The process of this action research on parents and teachers participating in the IEP included: (a)forming the action team, (b)understanding the present situation and needs of the team, (c)designing the action program together, (d) practicing the ecological assessment, (e)designing the IEP together, (f)developing adaptation strategies of the IEP, (g)implementing the IEP together, (h)reviewing and adapting the IEP, (i) assessing the learning outcomes of the student, (j) examining the results collaboratively. The major findings were summarized as follows: 1. The collaboration of parents and teachers on the design and implementation of IEP increased the learning performance of the student with severe disabilities. At the same time, it also promoted participation and cooperation between teachers and parents. 2. The methods for parents and teachers to design and implement the IEP included: (a) implementing collaborative teamwork, (b) adapting and implementing systematic strategies, (c) establishing communication between parents and teachers.
期刊論文
1.劉城晃、陳靜江(20020800)。國小啟智班親職教育方案的發展與成效研究。特殊教育學報，16，105-140。new window  延伸查詢new window
2.孫淑柔(20070600)。從夥伴模式探討國小啟智班學生家長參與之研究。新竹教育大學教育學報，24(1)，85-107。new window  延伸查詢new window
3.Hamilton, M. E.、Roach, M. A.、Riley, D. A.(2003)。Moving toward family-centered early care and education: The past, the present, and a glimpse of the future。Early Childhood Education Journal，30(4)，225-232。  new window
4.Ho, B. S.(2002)。Application of participatory action research to family-school intervention。School Psychology Review，31(1)，106-121。  new window
5.黃志雄(20021100)。自然環境教學對重度智能障礙兒童溝通能力的影響及其相關研究。特殊教育與復健學報，10，71-102。new window  延伸查詢new window
6.Dunst, C. J.(2000)。Revisiting "Rethinking Early Intervention"。Topics in Early Childhood Special Education，20(2)，95-105。  new window
7.Bailey, Donald B. JR.(2001)。Parent Involvement and Family Support in Early Intervention and Preschool Programs。Journal of Early Intervention，24(1)，1-14。  new window
8.陳采緹、莊妙芬、黃志雄(20061200)。貫專業團隊模式介入重度障礙兒童個別化教育計畫之成效。特殊教育學報，24，85-112。new window  延伸查詢new window
9.Shannon, P.(2004)。Barriers to family-centered services for infants and toddlers with developmental delay。Social Work，49(2)，301-308。  new window
10.黃志雄(20030900)。重度智能障礙兒童的溝通訓練。特殊教育季刊，88，30-36。new window  延伸查詢new window
11.Dunst, C. J.(1999)。Placing parent education in conceptual and empirical context。Topics in Early Childhood Special Education，19(3)，141-147。  new window
12.陳明聰、王天苗(19970600)。臺北市國小啟智班學生父母參與之研究。特殊教育研究學刊，15，215-235。new window  延伸查詢new window
13.莊妙芬(20000600)。替代性溝通訓練對重度智能障礙兒童溝通能力與異常行為之影響。特殊教育與復健學報，8，1-26。new window  延伸查詢new window
14.黃志雄(20020900)。重度障礙兒童的替代性溝通訓練--個案研究報告。特殊教育季刊，84，9-15。new window  延伸查詢new window
15.林淑莉(20061200)。環境安排策略結合自然環境教學法的家長訓練方案對學前重／多障／幼兒之家庭互動的影響。特殊教育學報，24，29-55。new window  延伸查詢new window
16.陳淑瑜(20030900)。父母或主要照顧者參與智能障礙子女未來照護規劃之調查研究。特殊教育研究學刊，25，85-106。new window  延伸查詢new window
17.劉曉娟、林惠芬(2003)。中部地區國中啟智班家長參與個別化教育計劃會議之研究。特殊教育學報，18，1-19。new window  延伸查詢new window
18.林妙、張蓓莉(2006)。國小聽障生家長認知及參與個別化教育計畫之調查研究。特殊教育研究學刊，31，93-113。new window  延伸查詢new window
19.Bailey, D. B.、Simeonsson, R. J.、Winton, P.J.、Huntington, G.S.、Comfort, M.、Isbell, P.(1986)。Family-focused intervention: A functional model for planning, and evaluating individualized family services in early intervention。Journal of the Division for Early childhood，10，156-171。  new window
20.Blue-Banning, M.、Summers, J. A.、Frankland, H.C.、Nelson.L.L.、Beegle, G.(2004)。Dimensions of family and professional partnerships: Constructive guidelines for collaboration。Exceptional Children，70(2)，167-184。  new window
21.Coffey, K.M.、Sears, J.(1996)。Educational goals for individuals with a severe disability。Parental and professional preferences，116(4)，550-558。  new window
22.Hunt, P.、Soto, G.、Maier, J.、Liboiron, N.、Bae, S.(2004)。Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs。Topics in Early Childhood Special Education，24(3)，123-142。  new window
23.Sheehey, P. H.(2006)。Parent Involvement in Educational Decision-Making: A Hawaiian Perspective。Rural Special Education Quarterly，25(4)，3-15。  new window
24.Sileo, T. W.、Sileo, A. P.、Prater, M. A.(1996)。Parent and professional partnerships in special education: multicultural considerations。Intervention in School and Clinic，31(3)，145-153。  new window
25.Smull, M. W.、Bourne, M. L.、George, A.、Dumas, S.(2001)。Families planning together。TASH Newsletter，2001(Mar./Apr.)，17-20。  new window
26.Turnbull, A. P.、Friesen, B. J.、Ramirez, C.(1998)。Participatory action research as a model for conducting family research。Journal of the Association for Persons with Severe Handicaps，23(3)，178-188。  new window
會議論文
1.黃志雄、楊在珍(2002)。身心障礙兒童家庭支持的實施與成效--以班級為本位之行動研究。國立臺東師範學院九十一年度特殊教育學術研討會。臺東：國立臺東師範學院特殊教育中心。81-112。  延伸查詢new window
2.黃志雄(2006)。重度障礙兒童家長參與班級義工活動之質性研究。國立嘉義大學2006年特殊教育國際學術研討會。國立嘉義大學。25-45。  延伸查詢new window
3.黃志雄、陳淑芬、田佳芳(2005)。特殊兒童家庭支持服務的省思：家庭需求之個案研究。彰化市。1-36。  延伸查詢new window
4.王天苗(1998)。障礙者家庭研究與實務。身心障礙教育研討會。台北：國立臺灣師範大學特殊教育學系。69-81。  延伸查詢new window
學位論文
1.詹月菁(2003)。國民中學身心障礙資源班家長參與子女教育之研究(碩士論文)。彰化師範大學。  延伸查詢new window
2.曾睡蓮(2004)。家長參與個別化教育計畫之現況及其問題之探討--以高雄市立成功啟智學校為例。國立高雄師範大學，彰化市。  延伸查詢new window
圖書
1.Mills, G. E.(2003)。Action Research: A Guide for the Teacher Researcher。Upper Saddle River, NJ：Prentice-Hall。  new window
2.Holowach, K. T.(1989)。Teaching That Works: The Individualized Critical Skills Model。Resources in Special Education。  new window
3.Turnbull, A.、Turnbull, R.、Erwin, E. J.、Soodak, L. C.(2006)。Families, professionals, and exceptionality: Positive outcomes through partnerships and trust。Upper Saddle River, NJ：Merrill。  new window
4.Dettmer, P.、Thurston, L. P.、Dyck, N.(2005)。Consultation, collaboration, and teamwork for students with special needs。Boston, MA：Allyn & Bacon。  new window
5.Turnbull, A. P.、Turnbull, H. R.(2001)。Families, professionals, and exceptionality: Collaborating for empowerment。Merrill Prentice Hall。  new window
6.Ysseldyke, J. E.、Algozzine, B.、Thurlow, M. L.(2000)。Critical issues in special education。Boston：Houghton Mifflin。  new window
7.Yin, Robert K.(2003)。Case Study Research: Design and Methods。Sage Publications。  new window
8.Strauss, Anselm、Corbin, Juliet(1998)。Basics of Qualitative Research: Techniques and Procedures for Developing Grounder Theory。Sage。  new window
9.Bogdan, R.C.、Bikien, S.K.(1999)。Qualitative research for education: An introduction to theory and methods。Boston:。  new window
10.Edwards, R.(2000)。Children, home, and school。London：Routledge Falmer。  new window
11.Mathews, R.、Whitfield, P.(2001)。Meeting the needs of parents of children with disabilities in rural schools。Farmville, VA：Longwood College。  new window
12.Snell, M.B.、Brown, F.(2006)。Instruction of students with severe disabilities。Upper Saddle, NJ。  new window
圖書論文
1.Kemmis, S.、McTaggart, R.(2005)。Participatory action research: Communicative action and the public sphere。The SAGE handbook of qualitative research。Sage。  new window
2.Turnbull, A. P.、Zuna, N.、Turubull, H. R.、Poston, D.、Summers, J. A.(2007)。Families as partners in educational decision making: Current implementation and future directions。Handbook of developmental disabilities。New York：Guilford。  new window
 
 
 
 
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