國小資源班教師執行IEP個案管理調查研究

目前國小資源班教師皆已依現行特教法規之規定使用個別教育計畫（IEP）為特殊需求學生進行個案管理，並扮演所謂「個管教師」的角色。然而從相關特教法規中，尚無法了解資源班教師IEP個案管理的執行情形。因此本研究從個案管理的觀點，探討資源班教師因不同的背景變項而可能存在的差異並分析其執行情形。本研究以臺灣北、中、南三區國小資源班特教教師為調查對象，採分層立意抽樣方式以自編之紙本與網路問卷，探討不同背景變項之資源班教師個案管理工作現況，以描述性統計、變異數分析及重要與表現程度分析法（IPA）分析問卷資料。本研究主要結果如下：1.資源班教師不同的背景變項中，以年齡、學校規模及曾服務班型對於個案管理工作現況如個管教師是否曾接受任何個案管理訓練或課程、服務學生人數多寡、個管教師工作內容差異及所具備之個案管理專業能力等有重要影響。2.從重要與表現程度分析法（IPA）中發現，個案管理工作中「擬定IEP」之執行程度大於重要程度，顯示資源班教師認為擬訂IEP之工作負荷有大於其重要程度的可能；而「建立資料檔案」、「教學與評量」則需要列入優先改善，其重要程度大於執行程度。

關鍵字

個案管理； IEP ； IPA ；資源班

並列摘要

At present elementary school teachers in resource room program have generally used Individual Education Program (IEP) to implement case management for students with special needs and playing the role of case manager. However, it is not yet possible to understand the implementing of IEP case management from the relevant content or standards of the regulations, the case managers might practice differently by their background factors. In this study, self-developed questionnaires and stratified sampling method were used to collect data from the north, middle and south regions of Taiwan and 402 valid sample of the teachers in resource room program were analyzed by descriptive statistics, ANOVA, and Importance-performance analysis (IPA). The results of this study were summarized as following: First, the case managers of different background factors such as age, school size and serviced type of classrooms had important influence on the implementing of case management. Second, the IPA analysis of IEP case management showed that the ＂formulation of IEP＂ was Possible Overkill, the degree of importance was lower than implementation, while as the ＂establishment of student portfolio,＂ the ＂abilities of teaching and psychological evaluation＂ were Concentrate Here, which means the degree of importance is more than the implementation and need to be improved as their priority.