家長參與身心障礙學生個別化教育計畫相關問題之探討

Inquiry the Related Problems That Parents Participate in Individual Education Program of Disabled Children

楊雅瑱

《特教論壇》 1期 (2006/12) Pp. 67-76

https://doi.org/10.6502/SEF.2006.1.67-76

摘要

個別化教育計畫（簡稱IEP）主要是爲了讓身心障礙學生接受適性教育的權利，但這並非單從教師就可以完成的，它仍需要家長的協助才能確切落實。雖然目前國內外法令保障家長參加IEP的權利，但根據一些文獻發現家長參與IEP有些阻礙因素，例如孩子的障礙程度、家長的社經地位、參與態度、家庭支持、家庭壓力、自我能力及學校作法與態度等。針對目前的問題，彙整學者及筆者的經驗，提供促進家長參與IEP的方式，以提升家長參與IEP的效能。

關鍵字

個別化教育計書 ； 家長參與 ； 身心障礙學生

並列摘要

The purpose of Individual Education Program (abbreviate IEP) is that disabled students can accept appropriate education rights. However it can't be done by the teacher only. Parents' participation is also needed. Although internal and international laws ensure parents' rights to participate in IEP now, the findings reported that there are factors to hinder parents from participating in IEP, for example the children's disabled degree, social and economic status of parents, parents' attitude, family's support, family's pressure, self-ability, and the way and attitude of school, etc.. To the problems, the author gathered the experience of scholars and oneself, and offered the ways to promote parents participating in IEP for improving the efficiency.

並列關鍵字

Individual Education Program ； parents' participation ； disabled students

參考文獻

劉曉娟(2003)。中部地區國中啓智班家長參與個別化教育計畫會議之研究(碩士論文)。國立彰化師範大學特殊教育學系在職進修專班。

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