| 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
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| 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.
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| 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
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