醫院治療師介入學校系統之現況與省思

The Current Situation and Consideration toward the Hospital Therapists Involve in the Educational System

10.30072/JDR.200606.0003

林鋐宇(Hung-Yu Lin)；甘蜀美(Sue-Mae Gan)；陳瑄妮(Hsuan-Ni Chen)

特殊教育相關專業服務 ； 專業團隊 ； 學校系統 ； Education system ； professional team ； related services of special education

身心障礙研究季刊

4卷2期（2006 / 06 / 01）

97 - 118

繁體中文

本研究採用質性研究的半結構性訪談方式，探討醫院治療師進入特殊教育體系執行相關服務之現狀，以及在此模式運作下所產生的問題。整個研究期間為民國94年7月至11月，其中利用9週的時間分別訪談9位隸屬於同一家醫院且同時兼任特殊教育專業團隊相關服務人員的治療師，這些受訪者涵蓋三種不同領域的治療專業，藉以深入了解不同領域的治療師對服務模式與專業間合作的看法。研究結果發現：（一）兼任特殊教育相關專業團隊工作的醫院治療師，無法將全部心力投注於兼任的工作上，並且對特殊教育的相關法規與發展趨勢不熟悉；（二）大多數治療師認為教師們在專業合作上缺乏應有的自信心；（三）特殊教育教師的溝通態度受到高度肯定，反而是治療師因為服務時間上的限制而無法進行深入溝通；（四）特殊教育教師的基本復健醫療知識仍嫌不足；（五）特殊教育教師對自己在專業團隊中的角色定位不清楚；（六）治療師希望能擁有與特教老師共同討論服務提供模式的機會；（七）特殊教育教師對不同專業領域的治療師認識不足。本研究並依研究結果對特殊教育與各相關服務專業人員的培育機構、學會、及各縣市教育局等單位提出建議。

In-depth semistructured qualitative interviews were used in this research, probe into the current situation of professional rehabilitation team which originally come from hospitals in school system, authors also discussed the problems that the services offered by this team under this model. In nine weeks, researchers interviewed nine therapists which working in the hospital and also serving as members of special education related professionals, and these nine therapists were came from three different therapy domains. This research try to understand the viewpoints of the therapists in different fields toward the intervene model and the cooperation among the therapists and teachers. The results of this research including: (1)The hospital therapists who also working for school system could not pay his or her whole efforts to the part-time job, they are not familiar with the law and the tendency related to special education. (2)Most therapists described that teachers lack self-confidence in cooperating. (3)Teachers' attitude in communication was highly affirmed by the therapists, but lack deeply communication because of therapists' limited time. (4)Teachers' knowledge related to rehabilitation medicine is not enough. (5)Teachers do not know clearly about their roles in the professional team. (6)Therapists hope that they could have the opportunities to discuss the service model with teachers. (7)Teachers have insufficient understanding toward therapists in different professional perspectives. According to the results of this research, researchers also provide practical suggestions to related organizations, associations, and government authorities.

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