國小聽障生家長認知及參與個別化教育計畫之調查研究

Parents' Knowledge of and Involvement in Individualized Educational Programs for Elementary School Students with Hearing Impairments

林妙(Miao Lin) ； 張蓓莉(Bey-Lih Chang)

《特殊教育研究學刊》 31期 (2006/09) Pp. 93-113

https://doi.org/10.6172/BSE200609.3101005

摘要

本研究旨在探討國小聽障生家長對IEP的認知情形、近兩年參與子女IEP的實際經驗，以及不同背景之家長對IEP的認知、實際參與IEP經驗的差異情形，並比較有/無參與IEP經驗的國小聽障生家長對IEP的認知情形。
本研究以台北縣、市之國小聽障生家長為研究對象，採問卷調查方式，以自編之「國小聽障生家長參與個別化教育計畫之調查問卷」進行調查。問卷共寄出422份，回收260份，總回收率為61.6%，有效問卷為248份，有效回收率為58.8%。
分析有效回收問卷，本研究主要結論如下：
一、家長對IEP整體的認知介於部份瞭解與大部份瞭解之間。「完全瞭解」的家長約佔二成三，「大部份瞭解」的家長約佔二成六，「部份瞭解」的家長約佔二成九，「不瞭解」的家長約佔二成一。
二、約三成六的家長表示，他們參與的IEP過程「完全符合」法定要求，約二成九的家長表示「大部份符合」法定要求，約二成四的家長表示「部份符合」法定要求，將近一成的家長表示「極不符合」法定要求。
三、子女教育安置型態不同之家長，對IEP的認知有顯著差異：曾經參與IEP家長對IEP的認知顯著優於未參加者。
四、不同性別、教育程度、子女就讀年級、子女優耳聽損程度的家長，對IEP的認知沒有顯著差異。
五、不同性別、教育程度、子女就讀年級、子女優耳聽損程度與子女教育安置型態之國小聽障生家長，參與IEP的實際經驗均無顯著差異。

關鍵字

個別化教育計畫 ； 家長參與 ； 國小聽障生

並列摘要

The purpose of this study was to investigate the parents' knowledge of, and involvement in, individualized educational programs (IEPs), and also compare the background, knowledge and degree of involvement of parents. Parents from Taipei City/County whose elementary school children have hearing impairments were the subjects of this study.
A ”Questionnaire for Determining Parent Involvement in the Individualized Education Program for Elementary School Students with Hearing Impairments” was designed by the authors to collect data. 422 questionnaires were sent out; of the 260 returned (a return rate of 61.6%), 248 were valid (effective return rate of 58.8%). The major findings were as follows:
1. Parents' knowledge of IEPs ranged between partial and full understanding. About 23% of the parents had a full understanding; 26% had a fair understanding; 29% had a partial understanding; and 21% did not understand.
2. About 36% of the parents have been involved in IEPs development in the past 2 years and they felt that all the procedures for developing IEPs met the regulatory requirements; about 29% indicated that most procedures for developing IEPs met regulatory requirements; about 24% thought that only some procedures met regulatory requirements; 10% of the parents thought that none of the procedures for developing IEPs met the regulatory requirements.
3. There was significant difference between the degree of parents' knowledge of IEPs and their children's educational placements; Parents who were involved in IEPs had more knowledge of IEPs than those who did not involve in such programs.
4. Parents' knowledge of IEPs showed no significant difference with regard to their gender, educational background, children's grades, and children's degree of hearing loss.
5. Parents' degree of involvement in IEPs also showed no significant difference with regard to gender, educational background, children's grades, children's degree of hearing loss, and children's educational placement.

並列關鍵字

IEP ； parent involvement ； hearing impaired students at elementary school level

參考文獻

王萬居(2005)。個別化教育計畫內容檢核之研究。國立彰化師範大學特殊教育學系特殊教育教學碩士班論文。

何東墀(2003)。特殊教育發展中家長參與的催化功能。特教園丁。19(2)，1-7。

吳俐俐(2001)。國小資源班教師對個別化教育計畫態度之研究(碩士論文)。國立台中師範學院教育研究所碩士論文。

李翠玲(1999)。IEP在臺灣特殊教育界的回顧與前瞻。特教園丁。15(2)，11-16。

李翠玲(2000)。「個別化教育計畫」納入特教法強制項目後實施現況調查研究。新竹師院學報。13，65-100。