貫專業團隊模式介入重度障礙兒童個別化教育計畫之成效

The Effectiveness of Transdiciplinary Model on IEP for Students with Severe Disabilities

10.6768/JSE.200612.0085

陳采緹(Tasi-Ti Chen)；莊妙芬(Mai-Feng Tsuang)；黃志雄(Chih-Hsiung Huang)

個別化教育計書 ； 重度障礙兒童 ； 貫專業團隊模式 ； social skills training ； junior-high-school students with mental retardation ； single subject research

特殊教育學報

24期（2006 / 12 / 01）

85 - 112

繁體中文

本研究採行動研究設計，以南部地區某啟智學校國小三年級班級為研究對象，探討貫專業團隊模式介入重度障礙兒童IEP擬定與執行之可行方式，以解決貫專業團隊實施IEP過程所遭遇的問題，並瞭解其對學生學習成效、及特教教師和職能治療師專業知能的影響。 本研究之結果如下： 一、貫專業團隊擬定IEP的過程包括：l提早於開學前撰寫IEP，同時規劃團隊服務方式；2以治療支持教學為原則，整合教學與治療目標。 二、貫專業團隊執行IEP的過程包括：l透過角色轉移支持專業整合之實施；2採取協同教學、個別教學及教師將治療整合於教學等專業整合方式執行IEP；3規劃團隊領導者、個案管理和檢核表輔助執行IEP。 三、貫專業團隊評鑑IEP的過程包括：l透過形成性與總結性評量瞭解學生IEP達成情況；2蒐集教學紀錄及訪談等文字資料，輔助瞭解學生學習成效。四、貫專業團隊模式對特教教師與職能治療師的專業知能有正向影響，包括：l促進專業覺知；2充實與擴充專業知識；3釐清團隊中專業的角色與職責；4瞭解貫專業團隊模式之運作與獲得相關實務經驗；5促進溝通和協調能力。 五、整體而言研究結果顯示，團隊採取的行動策略有助於提昇教學目標適當性、目標和教學內容的連結，以及教學目標之達成，且學習成效獲得家長、教師與治療師的社會效度支持。

The purpose of this study was to investigate the feasibility of introducing transdisciplinary models into the development and implementation of IEP for students with severe disabilities. The subjects were third grade students with severe mental retardation in a special school in southern Taiwan. Major findings of this study are as follows: 1. The process of IEP development included: (1)Planning of IEP and delivery of a transdiscipli-nary team before the beginning of school. (2)Integration of educational and therapeutic goals based on the therapists' expertise to support the educational goals of the IEP. 2. The process of implementing an IEP involves: (1) Integration of special expertise through role-translation. (2) Implementation of integrated therapy through one-to-one instruction, cooperative teaching, and the incorporation of therapy into class activities. (3) Designing of team leadership, case management, and checklists to assist in the implementation of the IEP. 3. The process of assessing an IEP involved: (1) Formative and summative evaluations of the achievement of the IEP; (2) Collection of teaching records and interview materials to assist the understanding of learning effectiveness. 4. The transdisciplinary model has positive effects on the enhancement of professional knowledge for special teachers and occupational therapists, which include: (1) Enhancement of self-disciplinary perception. (2) Enrichment and expansion of professional knowledge. (3) Professional role clarification in the collaborative team. (4) Gaining understanding and acquisition of experiences in the transdisciplinary model. (5) Enhancement of communication and collaboration capabilities. 5. The results of this study also revealed that a transdisciplinary model could promote IEP appropriation and attainment. It can also facilitate the linkage between IEP goals and instruction, and the achievement of educational goals.

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