A Study of Pre-Referral Intervention of Elementary Students with Suspected Learning Disabilities in Taipei City from the Viewpoint of Advanced Psychological-Assessment Teachers .

• Main Authors: Yi-Shan Li, 李易珊
• Other Authors: Hsiao-Lan Chau
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/9dw928

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === The purpose of the study was to explore the pre-referral intervention of elementary students with suspected learning disabilities in Taipei City from the viewpoint of advanced psychological-assessment teachers of special education. We invited five advanced psychological-assessment teachers in Taipei City to discuss about related subjects through Focus Group Interview. After that, we were directed against the results of focus group interview; then, we sorted participants’ points of view and results as below: 1.When the advanced psychological-assessment teachers begin to professional judgments, there are two factors that influence judgments, (1)namely the appraisal report narrates clarity, (2)correspondence teaching intervention strategies to be clarified whether the project. 2.For the teaching strategy and effectiveness of teaching intervention program, (1)special education teacher should be pay attention for co-movement effect of teaching intervention program, (2)then provide high quality teaching intervention, (3)the school is to build a multi-level counselling system. 3.From the advanced psychological-assessment teachers' point , (1)should provide training course of psychological-assessment in order to guarantee their appointment qualifications and job content, (2)combining administrative, medical, educational resources set up a trans-disciplinary model team of psychological-assessment , and (3) maintain the consistency of judgments thinking during the assessment of special education. Finally, related suggestions for further studies were provided for educational authorities, schools and general affairs directors.