| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 82 === The purpose of this study was to explore (1) the current status of implementing "home-bound self-teaching model", (2) the problems of "home-bound self-teaching model", (3) the way of improving "home-bound self-teaching model", (4) the effect of the itinerant teacher and the way of improvement, (5) the effect of "education subsidies", (6) the educational need of the children who were severely disabled and failed to attend school, and (7) the appropriateness of the placement of the children with severe disabilities. The target population was students who attended the "home-bound self-teaching model" in 1993. The instrument was two-form survey questionnaire; one was concerned with the itinerant teacher, and the other with the staffin charge of the "home-bound self-teaching model" affairs. As a result, the available subjects consisted of 773 itinerant teachers (91% of the target sample), 21 people in charge of affairs (91% of the target sample), 48 parents (100% of the target sample). The data were analyzed in terms of frequency distribution. percentage, and the chi-square test. The main findings were as follows:
1. Among the 21 cities/counties. fourteen cities/counties didn''t set up the procedures of guidance and 60% itinerant teachers didn''t receive certified special education training. Most of the itinerant teachers (57%) were teachers of regular classes.
2. The most difficult guidance was instructional guidance because parents misunderstood the "home-bound self-teaching model". More than 50% of teachers and staff considered that it should be modified as "education at home". The reasons of application for the "home-bound self-teaching model" included: (a) children were refused by theschool. (b) children failed to pass the screening. (c) the quality and the quantity of institutions didn''t fit needs. (d) schools couldn''t take good care of children, and (e) it was more convenient for children with severe disabilities to be educated athome.
3. More than 50% of parents have positive attitude toward the "home-bound self-teaching model"; more than 70% teachers and staff thought that the effect was not satisfactory. whereas 60% of them thought that the model. if revised, could be implemented. The ways of related services, setting up guidance precedure, and enhancing the communication between parents and teachers.
4. Among itinerant teachers, teachers from regular classes had the most difficulty and the lowest inclination. Most of the parents expressed it was convenient for them to have teachers conduct their children at home. Their needs includes: offering the opportunities for professional training, cooperating with related professionals.
5. Most of the parents misunderstood the "education subsidies" and considered it as living expenses, medical expenses, and nutrition expenses. The suggestions from both teachers and parents included extending service years. simplifying application procedures. identifying the purpose, and increasing subsidiary subjects.
6. The educational needs of the children who were severely disabled and failed to attend school were arrangement of educational institutions, functional rehabiliation, parental education, and medical therapy.
7. Most of the subjects thought that the educational placement for the children who were severely disabled and failed to attend school were special institutions, special classes attached to hospitals, and special schools.
According to the result of this study, the suggestions of improving the "home-bound self-teaching model" were administrative policies, placement institutions, professional training for teachers, consulting services, related professional services, and parental education.
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