A Study of the Family Support Service for the Parents with Disabled Children in Primary Schools of Changhua County

• Main Authors: Chung,Shu-Hui, 鐘淑慧
• Other Authors: Wang,Mu-Jung
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/25387053257364348294

碩士 === 國立臺中教育大學 === 特殊教育與輔助科技研究所 === 94 === The purpose of the study was to investigate the current situation of the family support service for parents with disabled children in primary schools of Changhua County. Both literature review and questionnaire survey were applied in this study. The research was based on self-designed questionnaire, and the school administrators, the special education teachers, the regular class teachers, and the parents with disabled children were adopted to be objects of study. The researcher sent out 313 questionnaires to the teachers and 271 were returned, among which 265, or 84.66%, were valid. The researcher also sent out 316 questionnaires to the parents with disabled children and had 266 ones back, which included 14 invalid ones. Thus the total questionnaires were 252, and the return ratio was 79.75％. The collected data were analyzed by the statistic method of frequency distribution, percentage, mean, standard deviation, and χ2-test. According to the result of the data analysis, the conclusions of this study were as follows: 1. Most teachers consider that the primary obstacles to provide family support service are overload, labor insufficiency, parent-participation, and it’s not easy to supply family-centered services. 2. Most teachers hope that school social workers and case managers can assist them in providing family support service. 3. In terms of personal variables of teachers, there are significant differences in the family support service relative to special class in school or not, teacher have served in the special class or not, and teachers with different positions, but there are no significant differences relative to sex, age, educational level, professional training in special education, and years of teaching experience. （1）In the “provision methods of economical support” aspect, if teachers have served in the special classes, the proportion of the bus rent application is higher. （2）In the “provision contents of professional support” aspect, if the school have installed the special class or teachers who serve as special teachers at present, the proportion of the related information about the physical therapy, occupational therapy and language treatment is higher. （3）In the “provision contents of community resource and social support” aspect, if teachers don’t have served in the special classes, the proportion to provide parents to appeal the unfair education treatment is higher. 4. The top priority of most parents at present is to supply skill of special education, professional service and information. 5. The parents with disabled students feel that the family supply service currently is had still insufficient, and the service can not conform to the need of the family. 6. In terms of background variables of parents with disabled children, there are significant differences in the need of family support service relative to the handicapped species of children and availability of a stable income, but there are no significant differences relative to sex of children, grade level of children, age, educational level, monthly family income, family type, and whether they join the parents’ association or not. （1）In the “provision contents of professional support” aspect, the parents of hearing-impaired children, multi-handicapped children or children with autism have more needs to obtain the information about the language treatment. On the other hand, the parents who have children with hearing-impaired or learning disability, their needs of the information about the physical therapy and occupational therapy are lower. （2）In the “provision contents of psychological support” aspect, if the income of the family isn’t stable, parents have more needs to reduce the family pressure, deal with family crisis, and establish the system of family support. According to the study outcomes, some concrete suggestions were made as references for the teachers, the parents with disabled children, the school administration, the educational authority, parent growth groups and correlated study in the future.