Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/15830
Title: 學障教育在臺灣的第一個三十年
Other Titles: The First Thirty Years of Learning Disabilities in Taiwan
Authors: 洪儷瑜
Issue Date: Sep-2006
Publisher: 國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
Abstract: 自民國60年代學障課程研究進入臺灣,學習障礙在臺灣的30年可區分為4個階段:萌芽階段(72年以前)、奠基(73-84年)、成長(85-93 年)、精緻與整合(94年-)等4個階段,由此4階段闡述學習障礙在我國過去30年的發展經過,並歸納學習障礙在我國發展的特色:(1)穩定推動的力量持續來自學界;(2)學界、家長合作多方資源共同推動;(3)文章發表隨階段之發展質與量均有明顯進展;(4)由執行上矛盾逐漸建立本土實施模式;(5)對此促進成長之背後重要社會經濟、教育因素也加以說明。
Since the concept of learning disabilities was introduced into Taiwan in 1970s, four major phases can illustrate the development of learning disabilities in Taiwan: they are Emergence (before 1983), Foundation (1984-1995), Blooming (1996-2004), and Integration (2005-). Five features can be concluded from the four-phased development: they are (I) the consecutive resource from the professionals in higher education; (2) cooperation between professors and parents to reach out resources to involve; (3) publications growing quantitatively and qualitatively; (4) transit from inconsistent implementation to the systematic local model; and (5) special socio-economical and education backgrounds facilitating blooming of learning disabilities in late 1990s.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/15830
Other Identifiers: 23E7C7F1-69E3-5226-045B-B60B263469F9
Appears in Collections:特殊教育季刊

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