| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士班 === 101 === There are three main purposes in this study: 1. to understand the parental participation of children with special needs in speech segmental therapeutic courses; 2. to discover the correlation between parental participation and parents’ background factors; and 3. to find out the effects of parents’ and children’s personal factors on parental participation. This study collected quantitative data by questionnaire, and 214 parents, whose children were at the age of zero to six and took the speech segmental therapeutic courses in Taichung City, were as research subjects. This study adopted frequency, percentage, mean, standard deviation, t test, single factor variable analysis, Schaffer’s posterior comparison, nonparametric method, and Pearson product-moment correlation to illustrate research results. Three conclusions were as following below.
First, parental participation in knowledge and skill learning were effected by children’s disability, family social economic status and incomes, family’s spoken language and numbers of children.
Second, parent’s guiding ability, visiting in course and decision making were affected by children’s therapy situations, the length of receiving speech segmental therapeutic courses, the age of parents, family social economic status and incomes, family’s spoken language and numbers of children.
Third, parental participation and its negative factors were got significant. Family situation varied significantly with knowledge and skill learning, communication between speech therapists and parents and parental supports for children’s therapy. And parent’s knowledge varied significantly with knowledge and skill learning and parental supports for children’s therapy.
This study offered some suggestions for governmental organization, medical institutions, parents and further researches.
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