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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
書刊名：特殊教育研究學刊
作者：蕭夙娟／王天苗 引用關係
作者(外文)：Shiau, Suh-jiuan／Wang, Tien-miau
出版日期：1998
卷期：16
頁次：頁131-150
主題關鍵詞：專業整合；啟智班；Cross-disciplinary team services；Intellectually disabled
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(10) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:22
  • 點閱點閱:41
　　　　　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。
　　　　　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.
期刊論文
1.柯平順(19960100)。特殊教育之再思考。特教新知通訊，3(4)，1-2。  延伸查詢new window
2.特教新知通訊(1995)。語言治療師巡迴輔導北市國小智障學童。特教新知通訊，2(6)，17-18。  延伸查詢new window
3.特教新知通訊(1995)。鑑安輔小組將加強醫療、社政與教育之整合。特教新知通訊，3(3)，14-15。  延伸查詢new window
4.Antoniadis, A.、Videlock, J. L.(1991)。In search of teamwork: Transactional approach to team functioning。Infant Toddler Intervention，1(2)，157-167。  new window
5.Beningof, A. M.、Singer, A. L.(1992)。Transdisciplinary teaming: an inservice training activity。Teaching Exceptional Children，24(2)，58-61。  new window
6.Bolduc, M.、Greest, J.、Sanschagrin, S.、Thibodeau, J.(1993)。A model for the efficient interdisciplinary assessment of young visually impaired children。Journal of Visual Impairment & Blindness，86(10)，410-414。  new window
7.Gerber, S.(1991)。Supporting the collaborative process。Preventing School Failure，35(4)，46-52。  new window
8.Cessna. K.、Adams, L.(1991)。Designing systems to facilitate collaboration: collective wisdom form Colorado。Preventing School Failure，35(4)，37-42。  new window
9.Cook, L.、Friend, M.(1991)。Principles for the practice of collaboration in schools。Preventing School failure，35(4)，6-9。  new window
10.Dodge, H. P.、Mallard, A. R.(1992)。Social skill training using a collaborative service delivery model。Language, Speech, and Hearing Services in School，23，130-135。  new window
11.Evans, S. B.(1991)。A realistic look at the research base for collaboration in special education。Preventing School Failure，35(4)，10-13。  new window
12.Gallivan-Fenion, A.(1994)。Integrated transdisciplinary team。Teaching Exceptional Children，26(3)，16-20。  new window
13.Giangreco, M. F.、Edeiman, S.、Dennis, R.(1991)。Common Professional Practices that interfere with the integrated delivery of related services。Remedial and Special Education，12(2)，16-24。  new window
14.Laycock, V. K.、Gable, R. A.、Korinek, L.(1991)。Alternative Structures for collaboration in the delivery of special services。Preventing School Failure，15(4)，15-18。  new window
15.Lehr, D.、Haubrich, P.(1986)。Legal precedents for students with severe handicaps。The Council for Exceptional Children，52(4)，358-365。  new window
16.Lubetsky, M. J.、Mueller, L.、Madden, K.、Walker, R.、Len, D.(1995)。Family-centered/interdisciplinary approach to working with families of children who have mental retardation。Mental Retardation，33(4)，251-256。  new window
17.Male, M.(1991)。Effective team participation。Preventing School Failure，35(4)，29-35。  new window
18.Marrs, L. W.、Helge, D. I.(1978)。The role of needs assessment in program planning and evaluation。The Journal of Special Education，12(2)，143-151。  new window
19.Price, J. P.(1991)。Effective communication: A key to successful collaboration。Preventing School Failure，35(4)，25-28。  new window
20.Reeve, P. T.、Hallahan, D. P.(1994)。Practical questions about collaboration between general and special educators。Focus on Exceptional Children，26(7)，1-10。  new window
21.Wolery, M.、Venn, M. L.、Holcombe, A.、Brookfield, J.、Martin, C. G.、Huffman, K.、Schroeder, C.、Fleming, L. A.(1994)。Employment of related service personnel in preschool programs: a survey of general early educators。Exceptional Children，61(1)，25-39。  new window
22.Youngson-Reilly, S.、Tobint, M. J.、Fielder, A. R.(1995)。Multidisciplinary teams and childhood visual impairment: A study of two teams。Child: Care, Health and Development，21(1)，3-15。  new window
23.Giangreco, M. F.(1990)。Making related service decisions for students with severe disabilities: roles, criteria, and authority。The Association for Persons with Severe Handicaps，15(1)，22-31。  new window
24.王天苗(19940300)。啟智工作的省思--朝向人性化．本土化的發展。特殊教育季刊，50，5-14。new window  延伸查詢new window
25.周天賜(19941200)。特殊教育相關服務的問題與趨勢。特殊教育季刊，53，1-7。new window  延伸查詢new window
會議論文
1.國立臺灣師範大學特殊教育中心(1994)。八十三學年度國立臺灣師範大學輔導區特殊教育研討會記錄。八十三學年度國立臺灣師範大學輔導區特殊教育研討會。  延伸查詢new window
2.國立高雄師範大學(1996)。特殊教育專業服務科技整合研討會會議資料。特殊教育專業服務科技整合研討會。  延伸查詢new window
研究報告
1.陳榮華、毛連塭(1991)。中華民國八十年特殊教育訪問團報告書。臺北市：教育部教育研究委員會。  延伸查詢new window
2.U. S. Department of Education(1995)。To Assure the free appropriate public education of all children with disability。  new window
圖書
1.天下(1994)。新教育--前瞻臺灣。臺北市：天下雜誌。  延伸查詢new window
2.教育部(1995)。全國身心障礙教育會議參考資料暨分區會議建議彙編。臺北市：教育部。  延伸查詢new window
3.Dryfoos, J. G.(1994)。Full-Service School: A revolution in health and social service for youth, and families。New York：Jossey Bass。  new window
4.Esterson, M. M.、Bluth, L. F.(1987)。Related services for handicapped children。London：Taylor & Francis。  new window
5.Lonsdale, S.、Webb, A.、Briggst, T. L.(1980)。Teamwork in the personal social services and health care。Croom Heim。  new window
6.Orelove, F. P.、Dick Sobsey, R. N.(1991)。Education children with multiple disability: A transdisciplinary approach。Baltimore, MA：Paul Brookes。  new window
7.Strickland, B. B.、Turnbull, A. P.(1990)。Documentation and provision of related services developing and implementing individualized education programs。Columbus, OH：Merrill。  new window
8.教育部(1995)。中華民國身心障礙教育報告書：充分就學、適性發展。台北：教育部。  延伸查詢new window
圖書論文
1.Morsink, C. V.(1991)。Understanding the roles and perspectives of team members。Interactive teaming: Consultation and collaboration in special programs。New York：Merrill。  new window
2.陳榮華(1989)。臺灣地區啟智教育發展經緯與展望。延長國教落實特教。  延伸查詢new window
3.Golin, A. K.、Ducanis, A. J.(1981)。The Interdisciplinary Team. Aspen System Corporation。Individuals with Disabilities Education Act: Part B Regulations . Horsham, PA: LRP Publications。  new window
4.Thomas, C. C.(1991)。Historical foundations of consultation and teaming。Interactive teaming Consultation and collaboration in special programs。New York：Merrill。  new window
5.Wood, F. H.(1990)。Issues in the education of behaviorally disordered students。Special education research & practice synthesis of finding。Pergamon Press。  new window
6.Woodruff, G.、McGonigel, M. J.(1988)。Early intervention team approaches: The transdisciplinary model。Early childhood special education: Birth to three。Reston, Virginia：The Council for Exceptional Children。  new window
 
 
 
 
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