跨專業服務融入早期療育課程實施歷程研究

The Implement Procession Research of Transdisciplinary Service Included Early Intervention Curriculum

張翠娥(Tsuey-Er Chang) ； 鈕文英(Wern-Ing Niew)

《特殊教育學報》 26期 (2007/12) Pp. 111-137

https://doi.org/10.6768/JSE.200712.0111

摘要

本研究重點在探討將跨專業服務融入早期療育課程的實施歷程所面臨的困境及問題解決策略。研究者透過協同行動研究與愛愛早療中心（化名）中心相關人員（中心主管、社工師及四位帶班老師）、專業治療團隊（物理、職能、語言及心理治療師）一起合作，嘗試將跨專業服務融入早療課程，期改善一個早療中心所面臨的課程問題。
研究結果發現：透過跨專業合作過程，所有研究參與人員都覺得雖然付出很多，但是雙方均能從互動中學習與成長，彼此形成互助互惠的關係。教師覺得遇到問題會有許多專業人員可以諮詢，透過專業治療師的臨床指導，學到更有效的教學策略。治療師則在入班觀察時，看到孩子在不同情境的表現，瞭解更多孩子的面向；與教師互動過程除了提供幼教師專業諮詢，同時也學到幼教師的教學技巧，透過團隊的參與討論，突破抽離式治療的困境；不同的合作模式中，以統整合作式耗時最多，但合作關係與實施效果最佳。

關鍵字

跨專業合作 ； 早期療育 ； 發展遲緩幼兒 ； 協同行動研究

並列摘要

The study mainly focused on the difficulty and problem solved of transdisciplinary service included early intervention curriculum in the implementing process. The researcher cooperated with staff of the early intervention center, the disciplinary team, and interagency collaboration by a cooperative action research. The purpose of this study was to resolve the curriculum problems of an early intervention center. The results were: Through the developmental procession of the early intervention curriculum, all persons involved in the study felt getting growth and learning very much from one another by interaction. Teachers feel that they can receive counseling from many professionals while in trouble. Through clinical instructions from professional therapists, more they learn effective instruction strategy. While therapists take in-class observation, they can see children's performance with different situations and understand the versatile facets from them. Except providing professional counseling for the early intervention center teachers, the therapist learns the art of how to teach from them. By joining the teamwork discussion, they try to break through the plight of extraction mode. Within the different mode of cooperation, the integration one is the most time consuming but it has the best effects and cooperation relationships.

並列關鍵字

early intervention ； early intervention curriculum ； young children with developmental delays ； transdisciplinary ； collaborative action research

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