| Summary: | 碩士 === 國立台北師範學院 === 特殊教育學系碩士班 === 90 === The study explored the feasibility and appropriateness about a child with profoundly physical disabilities who returned partially from home-bound education to the regular classroom. The purposes of this study were to find the difficulties of mainstreaming and the necessary related services, to analyze the interacting experiences between the child with her regular educator and classmates, and to explore the influences of mainstreaming on the child, her parents, the regular educator and classmates.In this case study, the subject was a child with profoundly physical disabilities caused by a spinal cord injury, and has been served in a home-bound education placement. This case study employed participant observation, interviews, questionnaires and document analysis for data collection and analysis for one year. The major findings in this study were summarized as follows:
1. The major the difficulties of mainstreaming and the necessary related services were the problems of transferring, moving, positioning, body-caring and learning activities.
2. Although the learning experiences of the child were disconnected in the regular classroom, the learning process of the child were more variety than home-bound education, and mainstreaming provided the child the opportunities to interact and to develop close relationship with the regular educator and classmates.
3. The influences of mainstreaming on the subject, her parents, the regular educator and classmates were summarized as follows:
(1) The influences of mainstreaming on the child were to make her develop a more positive learning attitude, to establish positive self-concept, to obtain the needs of belongingness, affection and self-esteem, and to develop reciprocal social interaction with the regular educator and classmates.
(2) The influences of the subject’s mainstreaming on her regular classmates were to facilitate hem to recognize the children with profoundly physical disabilities, and to develop empathy, and to learn to accept and to assist the children with special needs .
(3) The influences the subject’s mainstreaming on the regular educator were to make her develop positive attitude for the mainstreaming, and some beliefs were developed through this process: first of all , a regular educator must increase knowledge and skills in special education, secondly, the school administration must provide the barrier-free environment for children with special need children, third, .the educator must respect the considerations of the special child’s parents about their child’s health and life.
(4) The influences of the subject’s mainstreaming on her parents were to change their overprotective attitude, but in the same time, increase the burden of taking care of their child.
Finally, based on the results of this case study, the recommendations for special education administration, educational delivery and further research were offered.
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