臺中市國小身心障礙學生 鑑定制度之研究

Tunghai University Institutional Repository > 社會科學學院 > 公共事務碩士在職專班 > 碩士論文 > Item 310901/28462

Please use this identifier to cite or link to this item: http://140.128.103.80:8080/handle/310901/28462

Title:	臺中市國小身心障礙學生鑑定制度之研究
Other Titles:	A Study on the Disability Assessment Schedule for Elementary School Students in Taichung City.
Authors:	林幸君 LIN,HSING-CHUN
Contributors:	陳秋政 CHEN,CIOU-JHENG 公共事務碩士在職專班
Keywords:	身心障礙;鑑定;特殊教育;心評人員 disabilities;disability evaluation;special education;multiple disabilities specialists
Date:	2016
Issue Date:	2016-10-20T07:48:30Z (UTC)
Abstract:	本研究探究臺中市國民小學階段身心障礙學生鑑度制度，探討目前臺中市鑑輔會所訂定之鑑定制度是否有利於心評人員作業，以及是否能確實鑑別身心障礙學生類別。研究過程運用次級資料分析法及修正式德爾菲法，以15名曾參與初階心評人員培訓研習，以及具備實務經驗的心評人員為研究對象，共透過兩回合問卷調查來瞭解心評人員，是否認同臺中市鑑定制度之運作現況。整體研究結果歸納如下：一、身心障礙學生鑑定流程方面：心評人員對於轉介前介入皆認為有其必要﹔關於校內初篩與資料蒐集，對於換發身心障礙證明，障別程度相同需重新鑑定、外縣市轉入個案一年內需重新鑑定及召開特推會進行第一階段之審查評估同意度低或極低，對於跨階段或鑑輔會規定日期重新鑑定及已有特教身份學智障於跨階段或重新鑑定需要初篩未達共識，其餘同意度高或極高﹔對於鑑定與評估，部份項目未達共識，其餘同意度高或極高﹔行政支援部份則皆認為不足或不便。二、身心障礙學生鑑定基準方面：心評人員認為智能障礙中生活適應能力及智力研判基準明確，情障、自閉症、腦麻、肢障、語障、身體病弱、多障及其他障礙研判基準明確﹔認為學習障礙及其類型研判基準不夠明確。三、身障學生鑑定評量工具方面：心評人員認為鑑輔會制訂與提供鑑定評量工具及方法，皆有助於身心障礙類別之研判。四、心評人員培訓課程內容方面：心評人員認為培訓內容除無助提升晤談技巧外，其他培訓課程皆有助於提昇能力。最後根據研究發現，本研究針對臺中市鑑輔會及現行法規、政策提出統一各縣市身心障礙鑑定制度，簡化部份鑑定流程，學習障礙鑑定基準需更為明確等多項建議。關鍵詞：身心障礙、鑑定、特殊教育、心評人員 The topic of this study is about the evaluation program of students with disabilities in elementary schools in the Taichung city. The purpose of this study is to investigate how effective the evaluation program, devised by Taichung Committee Responsible for Identification and Placement of Gifted and Disabled Students (CRIPGDS), can assist multiple disabilities specialists in evaluating students with disabilities.This study used secondary data analysis and adopted the modified Delphi method to understand how multiple disabilities specialists are satisfied with the existent evaluation program in the Taichung city. The Delphi process involves two-round surveys of a panel of 15 multiple disabilities specialists who have attended fundamental training program for multiple disabilities specialists and have practical experiences in evaluating elementary school students with disabilities. The findings are summarized as the follows:1.Regarding the evaluation procedure for students with disabilities: The panel has consensus on academic adjustments and/or auxiliary aids before transition. The panel has low to very low agreement about the requirement of initial interview and data collection within schools, the requirement that students must be re-evaluated when renewing disability identification card, and the requirement that students must be re-evaluated within one year when transferred from other cities. The panel has no agreement upon the requirement of interview for re-evaluating students with disabilities. Also, the panel thinks that the administrative support is insufficient or inconvenient.2.Regarding the disability status scale: The panel agrees that the scales for habilitation, intelligence quotient, emotional dysregulation, autism, cerebral palsy, physical disabilities, oral-motor dysfunction, and multiple disabilities are clear. However, the panel thinks that the scale for learning disabilities is unclear. 3.Regarding the evaluation tools for students with disabilities: The panel agrees that the tools and methods provided by CRIPGDS are useful.4.Regarding the evaluation training: The panel agrees that the training courses are generally useful in all aspects except the interview skill.In conclusion, this study makes suggestions to the Taichung CRIPGDS and the existent regulations/policies that the existent regulations in different cities/counties should be integrated, the evaluation procedure should be further simplified, and the scale for learning disabilities evaluation should be further clarified.Keywords:Disabilities, disability evaluation, special education, multiple disabilities specialists
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