| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 92 === The purpose of this study was to investigate the feasibility of introducing transdisciplinary models into the development and implementation of IEP for students with severe disabilities. Difficulties as well as the influences of these programs on the learning performance of students and the enhancement of professional knowledge for special teachers and occupational therapists were also investigated. The studied subjects were third grade students with severely mental retardation of a special school in southern Taiwan.
Major findings of this study were as follows:
A. The process of IEP development included:
1. Planning of IEP and delivery of transdisciplinary team before school opening.
2. Integration of educational and therapeutic goals based on the therapists'' expertise to support educational goals of the IEP.
B. The process of implementing an IEP involves:
1. Integration of special expertise through role-translation.
2. Implementation of integrated therapy through one-to-one instruction, cooperative teaching, and the incorporation of therapy into class activities.
3. Designing of team leadership, case management, and checklists to assist the implementation of the IEP.
C. The process of assessing an IEP involved:
1. Formative and summative evaluations on the achievement of the IEP;
2. Collection of teaching records and interview materials to assist the understanding of learning effectiveness.
D. The transdisciplinary model has positive effects on the enhancement of professional knowledge for special teachers and occupational therapists, which includes:
1. An enhanced self-disciplinary perception.
2. Enrichment and expansion of professional knowledge.
3. Clarifying the role of a profession in the collaborative team.
4. Gaining an understanding and acquiring experiences on the transdisciplinary model.
5. Enhancing communication and collaboration capabilities.
The results of this study also revealed that a transdisciplinary model could promote IEP appropriation and attainment. It can also facilitate the linkage between IEP goals and instruction, and the achievement of educational goals. The learning achievements had gained supports from parents, teachers, therapists and the society in general.
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