在家自行教育學生之服務需求問題

Service Needs of Homebound Education Students

何華國(Hua-Kuo Ho)

《特殊教育與復健學報》 4期 (1995/06) Pp. 1-28

摘要

本研究旨在從學生的身心功能與問題、在家教育的條件、輔導工作的現況、輔導工作存在的問題、及家長對輔導工作的成效評估與期望去暸解在家自行教育學生的服務需求。本研究係運用自編的服務需求調查問卷、輔導狀況調查問卷、輔導意見調查表、及個案訪視要點，分別調查172名在家自行教育學生之輔導教師、82名學生家長或監護人與117名輔導教師，以及走訪23名在家自行教育個案，以蒐集必要的研究資料。問卷調查資料係以平均數、次數、百分比、排序與卡方檢定加以處理個案訪視資料之分析，則包括校正分析歸納法與持續比較法。從本研究所蒐集的資料，經整理分析後，可獲致下列主要的結論：一、在家自行教育學生以認知和生活自理能力為最弱，健康問題出現最多的是不會說話、肢體動作障碍、身體平衡與無法控制大小便。二、學生在家教育的條件方面最需要協助的，是家庭經濟能力及家長或監護人對其子女自行教育的能力。三、輔導工作的現況值得注意的是：1.輔導教師多為兼任；2.輔導教師未修特教學分或特教經驗不足者百分比甚高；3.輔導教師所提供之服務多屬以家長為主的間接服務，而較少以學生為主的直接專業性服務；4.有40%以上的家長或監護人指出並未有輔導教師前去輔導。四、目前輔導工作所存在最需要關心的三個問題是個案均為重度或多重障碍，難以發揮教育功能；2.個案多需復健治療，輔導教師難以著力；3.對個案未能就教育、醫療、社會福利等層面作整合性的輔導。五、學生家長對在家自行教育輔導工作似有消極的評價傾向；而對未來的輔導工作，則多期望其子女能獲得生活自理的能力、適當的安置照顧、教育輔導、醫療復健、與福利服務。

並列摘要

This study was intended to understand the service needs of homebound education students from the perspectives of students' physical, mental functions and problems, homebound education conditions, present status of guidance work, guidance problems, as well as parental evaluation and expectation of guidance work. The Service Needs Survey, Guidance Status Questionnaire, Guidance Opinion Survey, and Case Visit Guide developed in the study were used. Data were collected by surveying the itinerant teachers of 172 homebound education students, 82 students' parents, and 117 itinerant teachers and conducting home visit to 23 homebound education cases. The collected data were analyzed using mean, frequency, percentage, ranking and the Chi-square test. The data from home visits were treated by modified analysis and constant comparative method.The main conclusions drawn from the study are as follows:1. Cognitive ability and self-help skill were the two weakest areas for homebound education students. The most prevalent health problems for this student population included absence of speech, motor handicaps, body balance, and bladder control.2. The most needed assistances in homebound education conditions were home economics and parents' ability to independently educate their handicapped children.3. In the present status of guidance work, the following were needed to be attended to: (1) Most of the itinerant services were part time jobs; (2) The percentage was high for itinerant teachers who did not have any special education course credits or who were inexperienced in special education; (3) Most of the services provided by itinerant teachers were those indirect ones for parents rather than direct-professional services for students; (4) More than 40% of the parents indicated that they received no service from itinerant teachers. 4. The three problems which received most concern in the present guidance work were: (1) Since most of the homebound education cases were severely or multiply handicapped, it was not easy to make education work; (2) Since most of the cases needed medical rehabilitation, it was no room for itinerant teachers to offer their help; (3) The guidance of homebound education cases did not integrate educational, medical, and social welfare services5. The parents of homebound education students tended to have negative evaluations toward itinerant services. The most expectations of parents for future guidance work were to have their handicapped children obtain self-care skills, appropriate placement and care, educational guidance, medical rehabilitation, as well as welfare services.