| Summary: | 碩士 === 南華大學 === 生死學研究所 === 94 === The purpose of the study was to investigate homebound students'' life world of and their parents'' and teachers'' thoughts and feelings about homebound education service. With purposeful sampling, three clients living in Changhua were selected. Because of severe disabilities, the three clients could not communicate with other people in oral language. The participants are the three clients'' parents and mentor teachers. The clients'' family, education, and community life was presented via in-depth interviews and from the participants’ interaction experience sharing with the clients; the clients'' life world was also comprehended. Document collection was utilized to analyze the data as well.
The findings and conclusions of the study are as follows:
I.The clients'' life world: (1) the relatives and brothers and sisters all accept the clients. (2) The parents are all active attendance and share the attendance workload. (3) The parents develop an interaction mode with the clients. (4) Clients went to the hospital very often in their childhood. (5) Family is the center of the clients'' life world. (6) Families with different economic conditions offer distinguishing attendance to the clients.
II.The parents'' perspectives about the homebound education service: (1) the parents hope their children can learn something. (2) The parents hope their children do not receive any injury again. (3) The circuit mentors'' visits should not be separated from by a long time interval. (4) The auxiliary offering from the circuit mentors is very helpful. (5) The parents expect appropriate teaching materials for teacher.（6）The parents expect a fixed teacher so that he/she has better understanding of the clients.
III.The mentor teachers'' perspectives about the homebound education service: (1) the members shall be fixed and shall not be substituted frequently. (2) Professionals are to do their professional duty. They should not be allotted to do any administrative work lest their service schedule is influenced. (3) The members should spend more time on clients. (4) The mentoring schedule should be fixed. (5) Practical on-the-job training should be offered. (6) There should be sufficient administrative support. (7) The school, the family, and the circuit mentors should have three-sided cooperation. (8) The education, the medical service, and the social welfare must cooperate together.
Based on the process and results of the study, some suggestions are presented to the parents, the mentor teachers, the administration of education, and the research orientation as well as a reference to the relevant people.
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