An Action Research of Using Family-centered Parent-teacher Cooperation with a Severe Intellectual Disability Child in Self-care Skills

• Main Authors: Hou-Hsien Yen, 嚴厚嫺
• Other Authors: Chiou-Shiue Ko
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/03214919553734896914

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 101 === This research is based on the method of action research. It is a process of the “family-centered” cooperation between parents and teachers to educate the child with severe intellectual disability about self-care skills. At the same time, this research intended to explore the process and the affection of parent-teacher cooperation. It also shows the difficulties and the adjustment in teaching child self-care skills. This research is concluded as follows: 1.The “family-centered” parent-teacher cooperation process includes four stages. The first stage is to create mutual trust between parents and teachers. The second stage is to discuss the implementation of cooperation throughout the process. The third stage is to adjust the conflicts within the family and to respect the family traits also. The last stage is to maintain the cooperation of teachers and parents. 2.The “family-centered” parent-teacher cooperation can enhance the abilities of parents to teach their children. It can also promote the interaction between parents and children. 3.The “family-centered” parent-teacher cooperation can promote teacher to respect the family, design a better curriculum, and enhance the quality of professional team cooperation. 4.The “family-centered” parent-teacher cooperation can improve the performance of self-care skills of children with severe intellectual disability. According to these research results in conclusion, it provides recommendations for teachers, parents and future research activities for reference.