篇名 |
個別化教育計劃在學前融合班實施之探討:以一個融合班為例
|
並列篇名 |
The Implementation of Individualized Education Program in Preschool Inclusive Education: An Example of an Inclusive Class
|
作者 |
李翠玲
、鐘梅菁
、邱奕君
、邱上純
|
中文摘要 |
本研究旨在瞭解以學者、治療師、特教組長、學前特教師組成織園團隊入班協助學前融合班實施IEP之過程,並針對實施的困難提出解決策略。研究重要發現如下:學前融合班IEP的問題包括:(1)融合班不易進行個別評量以找出特殊兒特殊需求與優弱勢;(2)功能性IEP目標難以融入主題式教學之中;(3)只有一次評量的IEP設計難以適用重度障礙幼兒;(4)人力問題是融合班執行IEP目標的關鍵;(5)融合班IEP目標難以在開學一個月內完成擬定;(6)現行融合班IEP表格對輕度障礙生適用,對重度與多障幼兒比較不適用。可能的解決之道為:(1)支援團隊應以找出特殊幼兒的特殊需求與優弱勢為首務;(2)宜強化教師轉化主題課程目標為IEP目標能力;(3)增加IEP目標評量次數與質性評量;(4)執行IEP時人力不足現象可透過義工組織改進;(5)開學一個月內先完成學年及學期目標;(6)針對不同障礙程度特殊幼兒選擇或調整IEP表格。最後,針對教師與研究參與者的專業成長提出探討
|
英文摘要 |
This study is aimed to understand the difficulties and their solutions through a supportive team during the implementation of IEP in a preschool inclusive class. The main findings indicated as the problems of IEP include:(1)It’s difficult to discover strengths and special needs for children with special needs in an inclusive class;(2)It’s difficult to integrate the functional goals in the class thematic instructions;(3)Only evaluation once is not enough for children with severe disabilities;(4)Lack of the personnel in the inclusive class is the main problem for implementinproblem for implementing IEP;(5)It’s a tough task to complete developing IEP goals and objectives within one month after school starting;(6)Present IEP goals and objectives within one month after school starting;(6)Present IEP form fits for the mild but not fits for the mild but not fit for the severe. Based on the problems the solutions are:(1)The priority for support team is to discover the strengths and special needs;(2)Improving teachers’ expertise in transferring the curriculum themes objectives to IEP objectives is important;(3)It needs to increase the numbers and qualitative evaluations in IEP;(4)Organizing training programs and designing a task list for the volunteers would be helpful for solving the shortage of personnel;(5)The school year and semester goals can be developed within one month after school starting;(6)The IEP form can be adjusted based on the children’s special needs. The professional growth for teachers and the members of the team were presented.
|
頁次 |
121-156
|
關鍵詞 |
支援團隊
、個別化教育計劃
、融合教育
、inclusive edcuation
、individualized edcuation program
、supportive team
、TSSCI
|
卷期 |
31
|
日期 |
200812
|
刊名 |
教育學刊
|
出版單位 |
國立高雄師範大學教育學系
|