學前特殊教育專業人員對於與家長之間夥伴關係的滿意度初探

A Preliminary Investigation of the Satisfaction With Partnership With Family in Preschool Special Education Professionals

劉晏辰(Yen-Chen Liu) ； 康琳茹(Lin-Ju Kang)

《早期療育研究學刊》 2卷1期 (2020/12) Pp. 37-60

https://doi.org/10.6658/BEI.202012_2(1).0003

摘要

學前特殊教育中，承諾、能力、信任、尊重、溝通和平等是界定家庭專業的合作夥伴關係至關重要的概念。學前特殊教育服務的品質在很大程度上是取決於在教職現場上的相關專業人員是否能夠與家長建立良好的關係。本初探型研究對象為70位學前特殊教育服務相關專業人員。使用「家庭－專業人員夥伴量表中文版（專業人員版）」（The Chinese version of the Family-Professional Partnership Scale [Professional version]；簡稱FPPS-P-C），分析學前特教相關專業人員對於與家長間的夥伴關係滿意度。全量表共計18題，涵蓋「以兒童為焦點」和「以家庭為焦點」兩大領域；並分析年資、專業類別、與家長聯繫時間及主要聯繫方式組別間是否有差異。結果顯示FPPS-P-C的全量表及兩大領域的分數介於滿意至非常滿意之間，在與家長主要聯繫方式的組別間有顯著差異（p ＜ .05），使用網路通訊軟體的滿意度高於面對面會談、電話和聯絡簿等方式。在不同年資、專業類別及與家長每次的聯繫時間的組別間則沒有顯著差異。研究結果支持未來持續探討網路通訊軟體對於家長聯繫及關係建立之益處，以作為增進服務品質之參考。

關鍵字

學前特殊教育 ； 夥伴關係 ； 專業人員 ； 家庭 ； 特殊需求幼兒

並列摘要

In preschool special education, commitment, competence, trust, respect, communication, and equality are crucial concepts that define partnerships between the families and the professionals. The quality of preschool special education services is largely impacted by the relationships between professionals providing services and the families they serve. This study was a preliminary investigation on 70 preschool special education professionals. ＂The Chinese version of the Family-Professional Partnership Scale (Professional version) (FPPS-P-C)＂ was used to explore the satisfaction of professionals about their partnerships with parents. This scale contains a total of 18 items, covering the two ＂children focused＂ and ＂family focused＂ subscales. Whether there were significant differences in the full-scale and two subscale scores based on seniority, professional background, contact time with parents, and main contact method with parents were analyzed. The results showed that the average scores of the FPPS-P-C full-scale and two subscale scores range between ＂satisfied＂ to ＂very satisfied＂, and the scores showed significant differences in terms of main contact method with parents (p ＜ .05), while the satisfaction of using internet communication software was higher than that of face-to-face meetings, telephone calls, and contact books. There is no significant difference between the groups of different seniorities, professional background, and contact time with parents. The findings of this study supports further investigation in the benefits of using internet communication on contacting parents and establishing relationships, providing a reference to improve service quality.

並列關鍵字

early childhood special education ； partnership ； professional ； family ； children with special needs