| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 90 === The Development of a Disciplinary Team Service Delivery Model for Children with Physical and Multiple Disabilities in a Primary School: An Action Research Approach.
Abstract
The principle of disciplinary team service delivery has been supported in special education. In addition to teachers, it is necessary for other professionals to participate in caring and teaching children with physical and multiple disabilities. With the passage of the law of establishing and implementing disciplinary teams for educating individuals with disabilities in 1999, the cooperative styles and implementing procedures were clearly defined.
The purposes of this study were to develop an appropriate and feasible disciplinary team service delivery model for children with physical and multiple disabilities in a primary school. Based on the three factors of "matching student''s ecological environment needs", "encouraging parents'' participation", and "infusing therapies into instruction", team services were offered. In the executing phrase, an action program had been worked out as well as solutions of many kinds of problems had been found.
As a result, ecological assessments were not comprehensive and on-going assessments were necessary. Having tried hardly to encourage parents to participate in students'' disciplinary team services, but the effects were disappointing. It is necessary to find some ways in facilitating parents'' involvement. Programs including therapy components of daily life had been made to meet the children''s needs in order to assist children''s learning.
According to the results of observations, interviews and evaluations, children made different kinds of progress. In sum, not only parents had positive attitude toward this program, but also teachers and therapists agreed that the disciplinary team service delivery model had a lot of contribution for children with physical and multiple disabilities in a primary school. It was emphasized that disciplinary team services must combine with student''s individualized educational programs.
Finally, suggestions about future research of a disciplinary team service delivery model for children with physical and multiple disabilities in primary schools were made.
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