臺灣地區早期療育機構教保人員角色認同與專業能力之關係研究

The Study of Role and Competence of the Early Intervention Professionals of the Institutions for the Young Children with Special Needs in Taiwan

唐紀絜(Chi-Chieh Tang) ； 林金定(Jin-Ding Lin) ； 龔仁棉(Jen-Mien Kung) ； 吳勝儒(Sheng-Ru Wu) ； 簡言軒(Yen-Hsuan Jean) ； 林美專(Mei-Chuan Lin)

《身心障礙研究季刊》 3卷3期 (2005/09) Pp. 141-158

https://doi.org/10.30072/JDR.200509.0002

摘要

”Early interventions” are comprehensive services for the young children with special needs and their families. This study was an exploratory attempt to describe the role and competence of early intervention professional in the institutions by utilizing ”ecological model”. A cross-sectional study was employed. A structured questionnaire purposely given to 141 early interventionists of institutions in Taiwan and the response rate was 85.1% (N=120). The results showed that the subjects expressed they were confident in the family partnership and community involvement. The role and competence of professional was significantly correlated. We evaluated the predictive factors of competence of early intervention professionals were cognitive importance of competence, scendancy-passivity personality, identification of educational role, and experience of teaching the visual-disabled children. The implication of the present study emphasizes that the multidisciplinary early intervention team on young children and their families are needed to improve their quality of life, and to provide the academic instructional curriculum design and professionalism for care-and-education personnel and special education teachers.

關鍵字

早期療育 ； 角色認同 ； 專業能力

並列摘要

”Early interventions” are comprehensive services for the young children with special needs and their families. This study was an exploratory attempt to describe the role and competence of early intervention professional in the institutions by utilizing ”ecological model”. A cross-sectional study was employed. A structured questionnaire purposely given to 141 early interventionists of institutions in Taiwan and the response rate was 85.1% (N=120). The results showed that the subjects expressed they were confident in the family partnership and community involvement. The role and competence of professional was significantly correlated. We evaluated the predictive factors of competence of early intervention professionals were cognitive importance of competence, scendancy-passivity personality, identification of educational role, and experience of teaching the visual-disabled children. The implication of the present study emphasizes that the multidisciplinary early intervention team on young children and their families are needed to improve their quality of life, and to provide the academic instructional curriculum design and professionalism for care-and-education personnel and special education teachers.

並列關鍵字

Early intervention ； Professional competence ； Role identification

參考文獻

Applequist K.L.,Bailey D.B.(2000).Navajo caregivers` perceptions of early intervention service.Journal of Early Intervention.23,47-61.

Buysse V.,Wesley P.W.(1993).The identity crisis in early childhood special education: A call for professional role clarification.Topics in Early Childhood Special Education.13,418-429.

Buysse V.,Wesley P.W.,P. Blasco. (Ed.)(2001).Early intervention services for infants, toddlers, and their families.Boston:Allyn & Bacon.

Dinnebeil L.A.,Mcinerney W.F.,Roth J.,Ramaswamy V.(2001).Itinerant early childhood special education services: Service delivery in one state.Journal of Early Intervention.24,35-44.

Gold R.,Spivack F.(1983).Standards for excellence: Recommendations for preschool special education teacher competencies in New York state.(Standards for excellence: Recommendations for preschool special education teacher competencies in New York state).,未出版.