身心障礙專業團隊服務評鑑之初探

An Exploratory Study of the Evaluations on Special Education Disciplinary Teamwork

顏倩霞(Chien-Hsia Yen)

《身心障礙研究季刊》 3卷4期 (2005/12) Pp. 216-228

https://doi.org/10.30072/JDR.200512.0002

摘要

本研究採立意取樣調查接受專業團隊服務之14位特殊教育教師（含資源教師、集中式特殊班教師）對於專業團隊提供服務者（含職能治療師、物理治療師、語言治療師）的服務內容之確實度作一評鑑。研究者改編「台北縣特教相關專業服務評鑑紀錄表」為研究工具，問卷內容含20題（五等量表），且每題均有開放式說明部分，其開放式答案以質性歸納法分析之。初探研究結果如下：整體而言,相關專業服務評鑑調查,問卷總分平均數為51.8分,85%的評鑑者之評鑑分數介於41~60分間，屬於「低於普通」程度（平均數為60分）。歸納開放性說明內容分析：治療計劃均由行政安排;特教老師未參與任何討論；治療方式幾乎完全採抽離方式；治療師均無法參與個別化教育會議(IEP)會議；治療師提供具體的輔具與無障礙環境建議。各專業間（各治療師、特教教師、特教行政）缺乏團隊合作關係。以及部分專業人員服務態度品質不佳。此初探研究提出下列建議：治療師需擬定學期服務計劃；辦理專業團隊合作知能研習；試辦醫院專業團隊服務方式進入學校模式；檢討專業人員經費申請方式；正式建立相關專業團隊評鑑制度；綜合以上研究結論與建議提供予相關人員與後續研究者參考。

關鍵字

身心障礙學生 ； 特殊教育評鑑 ； 專業團隊 ； 專業團隊評鑑

並列摘要

The objective of this study is to explore the disciplinary teamwork in special education based on the evaluations on the services of disciplinary personnel (including occupational therapists, physical therapists and speech therapists) given by special education teachers (including resource teachers and self-contained special class teachers). This study employs the Special Education Evaluation Form of Taipei County and uses purposive sampling to select a representative sample of 14 special education teachers from a southern township in Taipei County. A 5-point Likert scale questionnaire containing 20 questions with open-ended answers was administered to the subjects. The results of the survey were analyzed using mean, percentage and content analysis of the open-ended answers. The following are the results of this study: generally, the mean total score of the evaluation questionnaire on disciplinary teamwork is 51.8. There were 85% of the evaluation scores are 41~60 of their median scores. The open-ended answers are summarized as follows: (1) The treatment plans are arranged by administrative personnel, and the special education teachers are not involved in any of the discussions. (2) Almost all treatments are performed using the pull-out method. (3) None of the therapists are able to attend IEP meetings. (4) The therapists provide specific suggestions on assistance tools and barrier-free environments. (5) The team of different disciplinary personnel (therapists, special education teachers, special education administrative personnel) lacks teamwork. And finally, the service quality of some disciplinary personnel is rather poor. The suggestions of this study are: (1) Therapists should make semester plans. (2) Workshops on disciplinary teamwork knowledge and skills should be held. (3) Trials should be conducted to introduce the hospital disciplinary teamwork to the school model. (4) The financial application process of the disciplinary personnel should be reviewed. (5) The evaluation system of disciplinary teamwork should be established. The above conclusions and suggestions should provide useful references for related personnel and further studies.

並列關鍵字

Disciplinary teamwork ； Disciplinary teamwork evaluation ； Students with special education needs ； Special education evaluation

參考文獻

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