跨專業服務融入早期療育課程實施歷程研究

The Implement Procession Research of Transdisciplinary Service Included Early Intervention Curriculum

10.6768/JSE.200712.0111

張翠娥(Tsuey-Er Chang)；鈕文英(Wern-Ing Niew)

跨專業合作 ； 早期療育 ； 發展遲緩幼兒 ； 協同行動研究 ； early intervention ； early intervention curriculum ； young children with developmental delays ； transdisciplinary ； collaborative action research

特殊教育學報

26期（2007 / 12 / 01）

111 - 137

繁體中文

本研究重點在探討將跨專業服務融入早期療育課程的實施歷程所面臨的困境及問題解決策略。研究者透過協同行動研究與愛愛早療中心（化名）中心相關人員（中心主管、社工師及四位帶班老師）、專業治療團隊（物理、職能、語言及心理治療師）一起合作，嘗試將跨專業服務融入早療課程，期改善一個早療中心所面臨的課程問題。 研究結果發現：透過跨專業合作過程，所有研究參與人員都覺得雖然付出很多，但是雙方均能從互動中學習與成長，彼此形成互助互惠的關係。教師覺得遇到問題會有許多專業人員可以諮詢，透過專業治療師的臨床指導，學到更有效的教學策略。治療師則在入班觀察時，看到孩子在不同情境的表現，瞭解更多孩子的面向；與教師互動過程除了提供幼教師專業諮詢，同時也學到幼教師的教學技巧，透過團隊的參與討論，突破抽離式治療的困境；不同的合作模式中，以統整合作式耗時最多，但合作關係與實施效果最佳。

The study mainly focused on the difficulty and problem solved of transdisciplinary service included early intervention curriculum in the implementing process. The researcher cooperated with staff of the early intervention center, the disciplinary team, and interagency collaboration by a cooperative action research. The purpose of this study was to resolve the curriculum problems of an early intervention center. The results were: Through the developmental procession of the early intervention curriculum, all persons involved in the study felt getting growth and learning very much from one another by interaction. Teachers feel that they can receive counseling from many professionals while in trouble. Through clinical instructions from professional therapists, more they learn effective instruction strategy. While therapists take in-class observation, they can see children's performance with different situations and understand the versatile facets from them. Except providing professional counseling for the early intervention center teachers, the therapist learns the art of how to teach from them. By joining the teamwork discussion, they try to break through the plight of extraction mode. Within the different mode of cooperation, the integration one is the most time consuming but it has the best effects and cooperation relationships.

1. 傅秀媚(2002)。早期療育中跨專業團隊評估模式相關問題研究。特殊教育學報，16，1-22。
   連結：
2. Bigge, J. L.,Stump, C. S.,Spagna, M. E.,Silberman, R. K.(1999).Curriculum, assessment, and instruction for students with disabilities.Belmont, CA:Wadsworth.
3. DeSouza, E. R.,Sivewright, D.(1993).An ecological approach to evaluating a special education program.Adolescence,28(3),517-527.
4. Donald B.,Bailey, J.,M. McLean,D. B. Bailey, Jr.,M. Wolery (Eds.)(1996).Assessing infants and preschoolers with special needs.Englewood Cliffs, NJ:Merrill/Prentice Hall.
5. Evans, W. H.,Evans, S. S.(1989).Behavior and instructional management.Boston:Allyn & Bacon.
6. Falvey, M.(1995).Inclusive and heterogeneous education: Assessment, curriculum and instruction.Baltimore, MD:Paul H. Bookes.
7. Harrison, P. L.(1987).Research with adaptive behavior scales.Journal of Special Education,21(1),37-68.
8. Horn, E. M.,Chidre, A.,M. McLean,D. B Bailey Jr.,M. Wolery (Eds.)(1996).Assessing infants and preschoolers with special needs.Englewood Cliffs, NJ:Merrill/Prentice Hall.
9. Horn, E.,Fuchs, D(1987).Using adaptive behavior in assessment and intervention: A overview.Journal of Special Education,21(1),11-26.
10. Kelley, M. S.(1998).Unpublished doctoral dissertation, Boston University.
11. Linda, T. W.(1993).Transdisciplinary play-based assessment: A functional approach to working with young children.Baltimore:Paul H. Brookes.
12. Malmskog, S.,McDonnell, A. P.(1999).Teacher mediated facilitation of engagement by children with developmental delays in inclusive preschools.Topics in Early Childhood Special Education,19(4),203-216.
13. Rainforth, B.,York, J.,Macdonald, C.(1997).Collaborative teams for students with severe disabilities: Integrating therapy and educational services.Baltimore:Paul H. Brookes.
14. Raver, S. A.,S. A. Raver (Ed.)(1999).Intervention strategies for infants and toddlers with special needs: A team approach.Columbus, OH:Merrill.
15. Thurman, S. K.,S. K. Thurman,J. Cornwell,S. Gottwald (Eds.)(1997).Contexts of early intervention: System and settings.Baltimore:Paul H. Brookes.
16. Thurman, S. K.,Widerstrom, A. H.(1990).Infants and young children with special needs: A developmental and ecological approach.Baltimore:Paul H. Brookes.
17. Voltz, D. L,Elliott, R. N,Cobb, H. B.(1994).Collaborative teacher roles: Special and general educators.Journal of Learning Disabilities,27(8),527-535.
18. Wangemanm, P.,Ingram, C. F.,Muse, I. D.(1989).A successful university public school collaboration: The union of theory and practice.Teacher Education and Special Education,12,61-64.
19. Wolery, M.,Brashers, M. S.,Neitzel, J. C.(2002).Ecological congruence assessment for classroom activities and routines-identifying goals and intervention practices in childcare.Topics in Early Childhood Special Education,22(3),131-142.
20. 江麗莉、鐘梅菁(1997)。幼稚園初任教師困擾問題之研究。新竹師院學報，10，411-447。
21. 谷瑞勉(1997)。行政院國家科學委員會專題研究成果報告。屏東師範學院幼兒教育系。
22. 林千惠譯、L. Jackson演講稿、國立高雄師範大學特殊教育系舉辦(1993)。生態評量之實例應用。國際特殊兒童評量研討會論文集，高雄市:
23. 許天威、宋明君(1998)。專業團隊合作是學校輔導工作的坦途。輔導通訊，55，53-59。
24. 陳麗如(2000)。彰化師範大學特殊教育研究所博士論文（未出版）。
25. 廖華芳(1998)。發展遲緩兒童早期療育專業團隊合作模式。發展遲緩兒童早期療育研討大會，台北:
26. 蔡昌原(2002)。高雄師範大學特殊教育系碩士論文（未出版）。
27. 鄭夙雯(2002)。國立嘉義大學特殊教育學系碩士論文（未出版）。
28. 羅湘敏(2001)。特殊教育身心障礙教育專業團隊理念、模式和運作之探討。國立屏東師範學院特殊教育中心叢書，特殊教育文集（三）

1. 鄧麗瓊(2022)。台灣發展遲緩兒童早期療育通報來源因子探討:自2009至2019年。屏東科技大學幼兒保育系所學位論文。2022。1-173。