兒童早期療育課程的跨領域社區需求服務實踐研究

因應現今國內推動發展遲緩兒童跨領域早期療育的照護政策，計畫研究目的：在教學課程中運用跨專業領域學習方式，與在地兒童療育中心合作，分析學生在知識、技能和態度面的學習成效，及呈現與療育中心之間產生深化專業服務的合作成果。研究方法：在開設於大一之早期療育導論課程中，學習方式為教師課堂講授及安排學生至校外社區兒童發展療育中心學習，學習觀察遲緩兒童的發展障礙問題，及設定模擬療育訓練內容。課程的學習成效項目包括：學生填寫意見回饋問卷（課程開始、期中及期末共三次）、實做創意成品及心得作業，及期末考試。結果：108學年度修讀本課程來自六個學系之1～4年級共27位學生。分析三次的學生學習回饋問卷填答結果，針對12題封閉式題目的自評學習程度（題目內容包括瞭解課程內容、技能應用、師生互動等）之全班平均評分（李克特量尺1～5）在3.96～4.58之間。從學習回饋問卷的文字描述，反映學生對課程學習有經歷自我調整學習方式、從學習中具體瞭解專業應用。此外，場域療育人員的回饋為學生進入療育中心學習有助觸發療育人員的想法、激盪出對兒童療育訓練的多元思維。結論：藉由規劃課程結合在地社區學習，可促進教與學的相互回饋，提升學生對課程的學習效果。在本課程中學生參與社區、體驗專業責任的社會實踐，促進大學教育與應用場域的相互成長。

關鍵字

兒童早期療育；社區需求；跨領域服務；大學社會責任；學習成效

並列摘要

In response to the current domestic policy of promoting early intervention for children with developmental delay, and the social demand of inter-disciplinary services for early intervention, it is necessary to educate college students to participate in the actual community field and understand the current local services of early intervention. A well-designed educational course can guide college students to promote their reflective ability in order to build up more sophisticated professional services in the future. It is the reason for carrying out this university social responsibility practice research. The purpose of this study: In a teaching curriculum, it integrated the content of participating in local service fields of early intervention for children with developmental delay, to guide students to develop creative thinking, and to analyze the effectiveness of students' learning. Method: In a freshman course (2 credits, 18 weeks): Introduction to Early Intervention, there were two parts of teaching methods: one was for teachers to teach professional knowledge in class, and the other was to arrange students to a nearby community institution-the private Po-Cheng Children Developing Center to participate in the training activities for children with developmental delay. Students were scheduled to go to the developing center at least twice in groups to learn how to observe and understand the developmental problems of the children. After discussing with the field instructors, students designed a creative product for an assigned child. The instructor of the developing center guided students to participate and discuss during the process. The learning effectiveness of the course included: students answered a feedback questionnaire (for three times, at the beginning, mid-term and end of the course) and designed a creative product, two experience reports, and a final exam. Results: A total of 27 students, mainly from the 1~4 grades of four departments, took this course in 2019. For the responses of the student feedback questionnaire (a set of 12-questions included items about understanding the course objectives, items about community field learning, and items about teacher-student interaction, using Likert scale 1~5): the average scores of the whole class were between 3.96~4.58. The qualitative descriptions in the feedback questionnaire reflected that students had attained learning experiences in the course and understood how to adjust the learning methods. In addition, the feedback from the field instructors included communications with our students, which triggered them to have certain ideas of thinking innovative treatments for the children with developmental delay. Conclusion: By systematically planning the course with integrating students' participation in local community institutions, the mutual feedback between teaching and learning can enhance students' participation in the curriculum, increase satisfaction with the learning process and the absorption of knowledge. In this course, students understood the importance of inter-disciplinary cooperation in the health care of children with developmental delay. These learning would promote the mutual growth of university education and professional applications.