台北市學校體系職能治療服務模式之發展

The Development of the School-Based Occupational Therapy Service Delivery Model in Taipei City

羅鈞令(Jin-Ling Lo) ； 楊國德(Kwok-Tak Yeung)

《職能治療學會雜誌》 17卷 (1999/09) Pp. 67-80

https://doi.org/10.6594/JTOTA.1999.17.07

摘要

台北市政府教育局於民國八十五年一月三十日，首次邀集了復健相關醫療院所商討國民教育階段在家教育學童之復健醫療事宜之後，自民國八十五學年度起即開始聘請職能治療人員到學校提供身心障礙學童職能治療的服務。這也是職能治療專業發展在學校體系中的服務模式的開始。本文介紹了過去兩件職能治療在台北市學校體系中發展的情形。
兩年來接受職能治療的學童爲223人，佔台北市國小身心障礙學童總數之4.77%。工作模式參考美國學校體系職能治療服務模式並配合國情而建立。以混合直接治療、定期監督及諮詢為主，其中又以定期監督最多。感覺整合治療及神經發展治療為主要使用的兩種治療參考架構。藉由老師的滿意調查顯示，對在家教育學童的職能治療服務非常滿意或滿意者佔57.2%，對啓智班中的服務非常滿意或滿意者佔74.4%。作者並針對發展特殊教育專業國隧的目標，提出了數點需要繼續努力的方向。

關鍵字

學校體系職能治療 ； 服務模式 ； 物殊教育

並列摘要

On January 30, 1996, the Bureau of Education of Taipei City for the first time invited several rehabilitation facilities to plan for rehabilitation service for students placed in the (home-bound) educational program. As a result of discussion, occupational therapy has started to provide services for Taipei City school system from the 1996 school year. It was an initial effort to a systematic development of a service delivery model of the school-based occupational therapy. This article described the process of the development of the school-based occupational therapy service-delivery model in Taipei City during the 1996-7 school years.
Two hundred and twenty three students, 4.77% of the overall handicapped children in the primary schools of Taipei City, underwent occupational therapy services provided by 14 occupational therapists. Service delivery models have been developed based on the American Occupational Therapy Association's ”guidelines for Occupational Therapy Services in School Systems” and the student's needs within the context of the overall environment. Three service delivery models including direct service, monitoring, and consultation have been used, and monitoring was used most frequently. Sensory integrative therapy and neurodevelopmental treatment were the two main frames of reference being used. The degree of teachers' satisfaction with occupational therapy services was investigated. Results revealed that 57.2% of the teachers reported medium to high level of satisfaction with occupational therapy services provided to the home-bound students, 74.4% showed medium to high level of satisfaction with occupational therapy services provided to the mentally retarded students. Possible factors that would facilitate or interfere the establishment of integrated special education team services were discussed. Suggestions for future planning of school-based occupational therapy service delivery model were made.

並列關鍵字

school-based occupational therapy ； service delivery model ； special education