高職資源班學生參與個別化教育計畫之行動研究

An Action Research on Vocational High School Resource-room Students Involved in the Individualized Education Program

黃柏華(Po-Hua Huang)

指導教授 ： 林幸台

國立臺灣師範大學/教育學院/特殊教育學系/博士(2015年)

https://doi.org/10.6345/NTNU202205225

摘要

本研究旨在探討高職資源班學生學校適應的能力現況、特殊教育服務需求與服務成效，以發展高職資源班學生參與個別化教育計劃(Individualized Education Programs,以下簡稱IEP)的可行方案。本研究採用協同行動研究法，六位高職資源班學生、學生家長與普通班級教師為研究參與者；兩位資源班行政教師為研究協同者，經由互動、對話、溝通和反思的歷程，共同建構高職資源班學生參與IEP的可行模式。本研究的主要發現和具體成效如下:
一、研究主要發現
資源班學生能遵守團體規範，但缺乏學習策略、處理人際困擾與擬定生涯目標和執行計畫的能力。學生依據獲得的特教服務項目與環境支持程度調整個人需求的優先順序，導師則從問題解決的觀點，認為學生主要的需求為學業學習與人際關係，家長考量子女整體學習適應狀況、獲得資源與服務的現況、以及子女未來生涯目標，從不同角度評估特教服務的需求。整體而言，特殊教育服務需求的多寡，會因學生個人能力現況、興趣和喜好與就讀科系相符程度而有所差異。本研究經由特教服務需求與成效的評估結果顯示，學生、家長和教師期望特教服務能增進學生改變現況的動機，提升學生進入下一階段所需具備的基礎能力。
為增進參與本研究的學生發展自己IEP會議內容和參與IEP會議的能力，本研究設計「學生參與IEP課程方案」做為研究介入的主要方案，教學過程依據學生的學習反應，調整教學方式和學習目標設定。另依據學生的需求和設定的IEP目標，研究者和研究參與者在不同階段整合不同資源，建立「學生參與IEP的支持系統」，透過IEP團隊成員達成共識和團隊合作的過程共同面對學生參與IEP歷程中特殊狀況，擬定適切的解決方案。

二、本研究的具體成效
「學生參與IEP課程方案」有效提升學生設定IEP目標的自主權，6位資源班學生參與會議的角色從單純的傾聽者和被動的說明者轉換成主動的說明者和會議協同主持者，平均發言率從介入前6%提升為15%。學生參與IEP的歷程，能有效促進6位資源班學生適應學校學習與人際關係，提升個人正向行為表現；增進學生自我決策的行為動機和自我瞭解的程度，但自我調整和獨立自主能力尚待加強。對家長和教師而言，學生參與IEP的歷程能提升家長對於子女能力現況和特殊教育需求的瞭解，提升普通班教師普通教育課程與評量調整的能力。學生參與IEP有賴以學生為中心的校本支持模式，依據個別學生的需求與設定之目標，在不同階段整合不同資源，提供必要的協助。
本研究就未盡完善之處說明本研究限制，謹提供教育現場的教師以及有意願投入此領域研究者具體的研究建議。

關鍵字

高職資源班學生 ； 學校適應 ； 自我決策 ； 學生參與IEP ； 支持系統

並列摘要

This study aimed to investigate the school adjustment level of vocational high school resource-room students, as well as their demands for special education services and the yielded results. My findings could benefit in developing feasible Individualized Education Programs (IEP) for students with disabilities. This study adopted the collaborative-action approach, recruiting six resource-room students, their parents, and six regular-class teachers as my target subjects, with another two administrative teachers in collaboration. My pivotal findings and what had been achieved were as follows:

I. My pivotal findings
Resource-room students were able to abide by group norms, but they lacked learning tactics and the abilities of dealing with interpersonal relationship and planning for their future career. The six students adjusted their personal demand priorities mainly on the basis of the special education services they received and the environmental support they received. From a problem-solving perspective, their homeroom teachers assumed that the resource-room students have two primary demands in their academic learning and interpersonal relationship respectively. Their parents’ main concerns include the academic adjustment level of their children, the extent to which they have access to special education services and other related resources, and their future career goal-setting. I found that the students, parents and teachers in this study, from the perspective of career development, had expected the special education services to magnify the students' motivation to change their current situation and to enhance their basic abilities required for the next phase.
In order to the students’ ability of developing contents for IEP meetings and improve their participation, I designed a “student-involved IEP curriculum.” I adjusted my instruction approaches and teaching goals in response to their feedbacks. Based on student's needs and abilities, I integrated different resources at different phases to create "Student- involved IEP support system." In general, the consensus reached by the IEP team members and their cooperation had shaped the core of the student-involved IEP support system. They figured out appropriate solutions via cooperation and teamwork to the special problems occurring during the students’ participation in IEP.

II. The specific results achieved
“The student-involved IEP curriculum” had proved efficient in enhancing the students’ autonomous power in setting their IEP goals. In the IEP meetings, the six students were no longer passive listeners. Instead, they became active speaker and even helped host the meetings. Their average speaking-rate obviously increased from 6% to 15% after our intervention.
The student-involved IEP proved to effectively promote the school adjustment and interpersonal relationship of the six resource-room students, boosting their positive behavioral performance and strengthening their self-determination motives and self-understanding. However, the students still needed to improve their self-adjustment and autonomous capabilities. As far as the parents and teachers are concerned, the student-involved IEP can not only enhance the parental understanding of their children’s actual capabilities and their demands for special education, but it also can beef up the regular-class teachers’ capabilities in general education. The student-involved IEP had greatly relied on the school-based support model centering around students, which integrates diverse resources at different phases and provides necessary assistance in accordance with individual student’s needs and his/her set goals.

並列關鍵字

vocational high school resource-room students ； school adjustment ； self-determination ； student-involved IEP ； support system

參考文獻

黃柏華（2012）。高中職資源服務的現況與運作模式。特殊教育季刊，124，55-64。

趙本強（2009）。自我決策課程對國小高年級資源班學生教學成效之研究。特殊教育學報，29，111-136。

一、中文部份

方永泉譯（2003）。Paulo Freire著。受壓迫者教育學。臺北：巨流。

王明泉（2001）。高職階段智能障礙學生自我決策能力相關影響因素及教學方案成效之研究（未出版博士論文）。國立彰化師範大學，彰化市。