國民教育階段身心障礙學生鑑定及安置問題與改進意見之探討--以台北市、台北縣為例
| Autor: | Liu Ya Yi, 劉雅億 |
|---|---|
| Rok vydání: | 2000 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 88 PROBLEMS AND OPINIONS FOR IMPROVEMENTS OF THE IDENTIFICATION AND PLACEMENT OF DISABLED STUDENTS AT THE PRIMARY AND SECONDARY LEVELS IN TAIPEI CITY AND TAIPEI COUNTY Liu Ya Yi ABSTRACTS Taking the practice in Taipei City and Taipei County as the examples, this study was intended to explore problems and opinions for improvements of the identification and placement of disabled students at the primary and secondary levels. Two-phase interviewing was adopted in this study. Twenty-three special education teachers, administrators, scholars, and parents who had involved in planning, identifying, or making placements decisions were purposely selected to be interviewed individually in the first phase of the study. Focus group interviewing was further arranged to explore common consent among thirteen interviewees based on the data collected in the first phase. The major findings of the present study were as follows: 1. The problems reported in the current practice of the identification and placement of disabled students in Taipei city and Taipei county included: (1) Committees of Identification and Placement of Disabled Students had confronted with problems in member selections, duty recognition, and planning. (2) Lack of or limited manpower system and training of the assessors had effects on assessment accuracy and the linkage between assessment and instruction. (3) No professionals other than special education teachers were involved in assessing students with disabilities. (4) More efforts were made to label students rather than identifying learning needs of disabled students for instructions. (5) Identification grouping was considered to be inappropriate. (6) Very few of parents were involved in the process of assessment and placement decision making. (7) Placement decisions based on inconsistent criteria in the meeting were questionable. (8) No follow-up services were provided after deciding placements of disabled students. 2. There were some suggestions made by the interviewees to improve the current practice in identification and placement of disabled student: (1) Committee members needed to emphasize their roles on planning and supervising and, particularly, focus on supervising quality of special education services other than identification and placements of disabled students. (2) Administrators were suggested to properly select Committee members and develop plans based on professional advice. (3) Special education teachers completed the well-designed training courses and professionals from other disciplines needed to be involved in the assessment process. (4) Schools were suggested to take the responsibility of identifying and making placement decisions for disabled students in order to allow parent participation, assessment-instruction linkage, flexible placement changes, and provision of follow-up services. Keywords: disabled students, identification, placement |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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