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—

李偉強

doi:10.6840/CYCU.2011.00548、10.6840/cycu201101008

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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 , Masters　　Advisor：任麗華　　

繁體中文 DOI： 10.6840/CYCU.2011.00548、10.6840/cycu201101008

專業團隊，身心障礙學生，特殊教育，到校服務； students with special need ； special education ； professional team ； school-based services

Abstract │ Reference (64) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

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.

Reference ( 64 ) 〈TOP〉

吳勝儒(2000)。淺談特殊教育發展的方向。國小特殊教育，28，9-13。
連結：
汪宜霈、王志中(2002)。高雄市身心障礙兒童專業團隊中職能治療。職能治療學會雜誌。20，75-94。
連結：
林鋐宇(2006)。醫院治療師介入學校系統之現況與省思。身心障礙研究，4(2)，97-118。
連結：
桃園縣政府教育局(2010)。桃園縣特殊教育白皮書。桃園縣政府行，桃園市。
連結：
孫世恒、王天苗(2004)。台灣地區特殊教育相關專業服務實施現況及意見調查之研究。特殊教育研究學刊，26，19-43。
連結：

Times Cited (2) 〈TOP〉

Altmetrics

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