臺北市高中職情緒行為障礙鑑定之校內運作模式

Abstract

臺北市101學年度開始辦理高中職情緒行為障礙（簡稱情障）新個案鑑定工作，本研究旨在瞭解臺北市高中職情障疑似生的校內運作情形。本研究以第一年提出新個案鑑定的9所學校為對象，以半結構訪談方式收集資料。研究結果發現，9所學校校內運作模式皆符合臺北市高中職情障鑑定流程，惟學校會因特教與輔導合作方式不同，校內運作模式分為區分性與統一性。而不同運作模式，在學生環境調整與鑑定資料整理上也有所不同。根據研究結果建議高中職應積極促進特教與輔導教師之合作，落實轉介前介入為校內情障鑑定運作之重要一環。

The Educational Bureau of the Taipei City Government (EBTG) started to identify emotional and behavioral disorders (EBD) in senior high schools in 2012. This study aims to understand the implementation. Nine senior high schools which submitted new applications to participate in the governmental EBD program were invited to participate in the study and were studied using semi-structured interviews. The results showed that (a) the EBD model procedure in the nine senior high schools was consistent with EBTP. (b) EBD identification procedure in the nine senior high schools was classified into two modes. (c) Cooperation between special education teachers and counseling teachers affected the EBD identification procedure and implementation in schools. The result suggests that the senior high schools should actively promote cooperation between special education teachers and counseling teachers. Implementation of pre-referral intervention should be regarded as an important component of EBD identification procedure in schools.