專業團隊對學校身心障礙學生服務及模式之探討 —以桃園縣為例—

A Study of Team Services and Models for the Students with Special Needs in Tao Yuan County

李偉強(Wei-Keung Lee)

指導教授 ： 任麗華

中原大學/人文與教育學院/特殊教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201101008

摘要

本調查研究在探討桃園縣專業團隊到校服務身心障礙學生之情形、困難、模式及建議。研究者以桃園縣教育處所提供目前有到校服務身心障礙學生之專業團隊成員(物理治療師、職能治療師、語言治療師、社工師、心理治療師)名單中先電話邀請專業團隊人員參與焦點團體座談，再於2011年3月26日至2011年5月1日以三次焦點座談會方式收集資料進行研究。主要研究結果摘要如下：
桃園縣專業團隊成員仍秉持熱情及使命感參與在校身心障礙學生的各種服務，雖然仍有一些困難有待克服，但專業團隊成員仍願持續參與這個有意義的工作。專業團隊成員提供多元化的專業服務內容帶給老師及家長實質的幫助。專業團隊成員與教師之間的默契亦顯不足，且學校老師經常變動造成服務上的困擾。
現階段專業團隊成員對身心障礙學生服務的模式大多採用多專業的模式，因服務時數不夠，沒有更多的時間可以讓專業團隊成員互相討論。
學校在召開個別教育計畫(Individual Educational Plan,IEP)會議時，很少邀請專業團隊成員出席，故專業團隊成員不常參加學校召開的IEP會議，其中的原因有待探討。
專業團隊成員表示增加服務時數是當前急需解決的問題，此外亦建議建立彈性的服務時數安排，及加強建構線上資訊系統以連絡服務資料互通的功能。建立駐校的專業團隊，以社工的專業為專業團隊成員間的協調者(coordinator)，連繫各專業的溝通管道。
本研究結果建議對家長宣導專業團隊服務對身心障礙學生之意義，並建立家長配合「權利」與「義務」的觀念以配合專業團隊提出的建議，並由社工師督促達家長在家落實服務目標，達到服務身心障礙學生的成效。且為專業團隊成員召開聯繫會報，專業團隊成員、家長、教師彼此共識團隊合作的理想。教育處支持下達到為物資障礙者更優質的到校專業團隊服務。

關鍵字

專業團隊，身心障礙學生，特殊教育，到校服務

並列摘要

This research aims at examining and exploring the service models and issues of the professional taskforce providing volunteer services at school sites for the mentally and physically disabled students. Research data were collected via 3 focus group meetings which invited 5 types(physical therapist, occupational therapist, speech therapist, social worker and psychologist) of professional teams to share their experience which was record in detail. The theme seminars from March 26 to May 1, 2011. The major findings were as follows :
Members of the Professional Medical Taskforce from Tao-yuan County were actively involved in the various services provided for mentally and physically disabled students. Despite of some extreme difficulties, team members held high commitment and would sustain their active participative.
The team members provided varieties of professional services, which both school teachers and parents were profoundly benefited from their expertise. The teamwork and collaboration between the medical team members and the school teachers had yet to be reinforced. The frequent change of school faculty and staff members had unfavorably caused some service issues.
The service model most commonly adopted was for medical team’s individual members providing cross-disciplined services. Due to the time limit, it did not allow sufficient opportunities for the interaction and discussion among the team members.
When school meetings were called for, invitations were seldom extended to professional team members. The reasons for lacking the presence in school Individual Education Plan (IEP) meetings were yet to be explored.
The increasing of service hours had emerged as a pressing issue to be resolved. In addition, some flexibility did need to be reserved when scheduling service roster. Online system was demanded to facilitate communication and information sharing. Professional taskforce should be established on campus and volunteer members to act as coordinators across disciplines. Parents needed to be coached and guided on the concepts of “rights” and “obligations” in order to collaborate on the suggestions proposed by the professional taskforce, supervised by social worker officers.
Reporting and communication channels needed to be established for better serving the students in need in an efficiently structured environment.

並列關鍵字

students with special need ； special education ； professional team ； school-based services

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