技術型高中普通班身心障礙學生參與個別化教育計畫之現況與支持需求研究

Abstract

本研究目的在探究新北市公立技術型高中普通班身心障礙學生參與IEP之現況與支持需求。第一部分依照各校各障礙類別學生比例隨機抽取，91位完成「IEP參與情況與支持需求」檢核表填寫，13位資源教師則以負責個案管理學生整體情況進行檢核表填寫`，以利進行資料比對與分析；第二部分學生團體訪談係以立意取樣之方式選取每校「IEP參與情況」檢核表總分分布於高、中、低各兩位，進行6場學生團體座談；第三部分進行資源教師個別訪談，綜合訪談與檢核表資料，彙整增進學生參與IEP之具體作法。 研究結果茲說明如下： 一、所有學生的IEP相關知識均待加強；生理障礙學生在法源依據與目的等六題項均高於心理障礙學生；且接受直接服務學生在法源依據與目的等三題項均高於接受間接服務學生。 二、所有學生的IEP參與情況均待加強；生理障礙學生在特教服務與行政、普教環境、家庭環境與自我倡導四向度均高於心理障礙學生；接受直接服務學生在普教環境向度高於接受間接服務學生。 三、學生IEP參與支持需求較低，然資源教師則認為其需求較高；高一學生在特教服務與行政、普教環境二向度高於高二學生；接受普教教師直接服務學生在特教服務與行政向度高於接受資源教師直接服務學生。 四、學生參與IEP有讓親師與學生三方同步資訊、幫助學生更瞭解自身學習情況、增進自我倡導能力等優點，並可從以下二方面著手。 (一)學校方面包括晤談學生，幫助學生瞭解自己的學習情況；鼓勵學生參與IEP會議，並提供相關訓練；安排特殊需求領域課程，提供學生IEP相關知識、身心障礙等資訊與權益，增進學生自我倡導與人際互動能力；使用正向語言讓任課教師知悉學生的情況，並視情況進行教師或班級特教宣導；彙整校內特教與相關資源供學生、家長與普教老師等知悉；營造支持特殊教育的生態環境，與行政處室、普教老師相互聯繫支援。 (二)家庭與社會方面則應該增進對身心障礙者特質的瞭解與接納，給予身心障礙者正向支持與關懷；家長應與學校維持雙向聯繫，以增進IEP會議的成效。 本研究並根據上述研究發現提出未來對教學與研究之建議。

The purpose of this study was to explore the Individualized Education Program(IEP) involvement and support needs of public vocational high school students with disabilities in New Taipei City. Ninety-one subjects ramdomly selected to fill in the “IEP involvement and support needs checklist” were based on the physical and psychological categories. In order to compare the students’ opinions with those of the teachers, 13 resource teachers were also invited to fill in the teacher version checklist at the same time. After the checklist filled, student group interviews and resource teacher individual interviews for each school were also conducted for in-depth exploration. The major findings were as follows. 1.All students’ IEP knowledge needed to be strengthened. Students who were physically disabled got higher scores on the law and aim of IEP than those of the psychologicaly disabled. Students who attended the special education courses got higher scores on the law and aim of IEP. 2.All students’ IEP involvement neeeded to be increased. Students who were physically disabled got higher scores on the aspects of special education services, classroom environment, family environment, and self-advocate than those who were psychologicaly disabled. Students who attended the special education courses got higher scores than those who were not. 3.All students’ IEP support needs were low, while resource teachers thought they were high. The tenth graders got higher scores on the aspects of special education service and classroom environment than those of the eleventh graders. 4.There were lots of advantages for students participating in IEP, such as helping the school, family, and the student to share the same information with one another, helping students know more about themselves, promoting students’ skill of self-advocacy. The followings could enhance students to participate in their IEP including (a) Schools should make general education teachers know more about the students by using positive languages, encourage students to participate in IEP meetings, cooperate with administrators and teachers to create a friendly environment for the students with special needs, and (b) Family and community should know more about people with special needs. Besides, in order to make IEP meeting more effective, teachers should keep close contacts with parents.

Based on the above results, some suggestions were made for future implementations.