轉介前介入在學障鑑定的重要性與可行性

Pre-referral Intervention in Learning Disability Identification: Significance and Feasibility

陳淑麗(Shu-Li Chen)

《特殊教育季刊》 115期 (2010/06) Pp. 14-22+13

https://doi.org/10.6217/SEQ.201006_(115).0002

摘要

轉介前介入因有助於區別學障與一般低成就，因此，在學障鑑定上，其角色日益受到看重，本研究最主要的目的即在論述轉介前介入在學障鑑定的重要性與可行性，及其在執行上可能遭遇的困境，根據這些困境，分別從「教育政策制定」及「教育現場執行」層次提出建議，除了說明政策上應有的努力，作者並提出一個強調專業的、四層的學習失敗預防／介入系統。

關鍵字

學障鑑定 ； 轉介前介入 ； 教學反應 ； 補救教學

並列摘要

To discriminate students with learning disabilities from underachievers, much attention has been paid to the role of pre-referral intervention. The significance, feasibility, as well as implementation difficulties of pre-referral intervention are discussed. Based on the difficult positions observed in the field, the author provides solutions from the level of policy making and the level of implementation. Efforts on policymaking are expected and a 4-tier literacy failure prevention/intervention system is proposed.

並列關鍵字

learning disability identification ； pre-referral intervention ； remedial instruction ； response to instruction

參考文獻

陳淑麗、洪儷瑜、曾世杰(2007)。轉介前介入在學障鑑定之可行性研究：以原住民低成就國小學童為例。特殊教育研究學刊。32(2)，47-66。

陳淑麗、洪儷瑜、曾世杰(2005)。以國語補救教學診斷原住民低成就學童是否為學習障礙：轉介前介入的效度考驗研究。特殊教育研究學刊。29，127-150。

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Individuals with Disabilities Education Improvement Act (2004). Retrieved April 1 2005, from http://www.vesid.nysed.gov/specialed/idea/ides2004_files/textonly/slide41.html

Vaughn Gross Center for Reading and Language Arts, University of Texas at Austin (2008). Preventing Reading Difficulties: A Three-Tiered Intervention Model. [Announcement]. Austin, Texa Author. Retrieved September 29, 2008, from the World Wide Web:http://www.texasreading.org/3tier/levels.asp