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  • 學位論文

個別化家庭服務對低社經家長參與身心障礙子女教育之行動研究

指導教授 : 胡心慈
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摘要


本研究是關於個別化家庭服務的行動研究。研究者擔任國中特教教師,以校內三個身心障礙學生之低社經家庭為對象,探討落實個別化家庭服務,改變低社經家長參與身心障礙子女教育行為之歷程與結果,希望以此經驗,做為相關人員提供家庭服務工作的參考。 本研究主要目的有二點: 一、探討特教老師服務低社經家庭的困境與有效策略; 二、探討個別化家庭服務對低社經家長參與身心障礙子女教育行為之影響。 本研究的發現與結論如下: 一、服務者可透過結伴到家服務,與家長建立信任關係,顧及低社經家長自尊,化解低社經家庭潛在危機的服務顧慮。 二、設計工具調查家庭需求,據此規劃長短期服務目標,以家庭為中心落實個別化家庭服務,有效解決親師意見分歧問題。 三、以家長擴權原則在家庭服務中賦予家長合作責任,增加家長參與機會,肯定家長貢獻,解決低社經家長參與被動問題。 四、落實個別化家庭服務,能明顯提升三位低社經家長參與身心障礙子女教育的行為,改變層面在於「到校開會」及「在家評量」,「聯絡簿參與」次之;而「電話參與」改變結果最不一致。 最後,根據本研究結果,針對如何落實個別化家庭服務鼓勵低社經家長參與主題,對特教老師、教育相關單位、師資培育單位及未來研究給予建議。

並列摘要


This research is on action of the Individualized Family Service. The researcher, as a special education teacher at a junior high school, explored the processes and outcome of implementing the Individualized Family Service for three students with disabilities and making changes to the involvement of low socio-economic parents in the education of their children with disabilities, in the hope of providing research findings for the references by those in providing family service. This research had two major research aims: I. To explore difficult positions and effective strategies of service rendered by special education teachers to families of low socio-economic status. II. To study the Individualized Family Service about how it affects the involvement of low socio-economic status parents in the education of their children with disabilities. Findings and conclusions of this research are as follows: I. Service providers, by going to families together, had established trust between themselves and parents, and eased worries hidden in providing service to low socio-economic families with potential crisis. II. The Individualized Family Service centered on each family had be carried out by investigating families’ needs with forms and according family needs to plan long-term and short-tem service goals based on the investigation results. That also effectively resolved different opinions in teaching between teachers and parents. III. Parents had be empowered by giving them responsibility in cooperation in the Individualized Family Service , increasing opportunities for parents to involve more , and recognizing their contribution in their children with disabilities. That made a change to the condition of passive involvement of low socio-economic status families. IV. Effectively implementing Individualized Family Service helped to improve involvement of low socio-economic status parents in education of their children with disabilities. Aspects showing obvious effects of changes included “attending meetings in the school,” “performance evaluation at home” and “involvement in contact books,” while the “involvement in telephone activities” showed the most inconsistent results. This research, based on its findings, gives suggestions and recommendations in how to effectively carry out the Individualized Family Service and to encourage the involvement of low socio-economic status families, for future references by special education teachers, related education authorities and institutes, and training units.

參考文獻


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被引用紀錄


許凱文(2013)。國中特教班家長參與及滿意度之研究-以新北市為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315302651

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