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1
題名:轉介前介入在學障鑑定之可行性研究:以原住民低成就國小學童為例     (40點)
The Feasibility of a Pre-Referral Intervention Program in LD Identification: Using an Reading Intervention Program for Aboriginal Underachievers as an Example
著者:陳淑麗(Shu-Li Chen) ;洪儷瑜(Li-Yu Hung) ;曾世杰(Shih-Jay Tzeng)
出版地區:台灣
出版城市:台北市
學科:教育
關鍵字:原住民 ; 學習障礙 ; 轉介前介入方案 ; 教學反應 ; Aboriginal students ; learning disability ; pre-referral intervention program ; response to instruction
刊名:特殊教育研究學刊
卷期:32卷2期(2007.6)
頁碼:47-66
語言:繁體中文
摘要: 中文摘要PDF ; 英文摘要PDF

本研究旨在建立一個轉介前介入方案,來區分在特教鑑定上,難以區分的學障與一般低成就兒童。本研究對47位國語文低成就的原住民學童進行11週的補救教學,根據研究執行的歷程,本研究將轉介前介入的流程設計分為五個階段,階段一:低成就學童的篩選;階段二:提供轉介前的介入方案;階段三:評估轉介前的介入成效;階段四:根據成效的判斷,決定後續的服務型態;階段五:學障鑑定。 本研究再以多元方式檢驗此模式的可行性,主要發現為(一)補救教學可以在學習障礙診斷工作流程實施;(二)學障鑑定透過轉介前介入,能有效篩檢一般低成就,各階段人數逐漸降低,具有篩選功能;(三)轉介前介入能有效降低轉介特教鑑定的數量,且成本低效益高;(四)以專業心評教師的「學障研判」為效標,結果顯示被診斷為學障者,有很高的比率是對教學反應較差的,偽陰性的比率很低。研究結果支持轉介前介入是一個有效且可行的方案,唯,以補救教學為轉介前介入的方式,也會遭遇一些執行上的問題。
The purpose of the study was to introduce a Learning Disabilities Identification model which would include the ideas of pre-referral intervention and response-to-intervention. To test the feasibility of the model, we designed and implemented a pre-referral intervention program in order to identify students with learning disabilities from a group of 47 low-achieving aboriginal students. The process of identification consisted of 5 stages: (1) screening out of low achievers; (2) conducting a pre-referral intervention; (3) evaluating the effectiveness of the intervention; (4) based on the results of (3), determining appropriate educational services for low-achieving aboriginal students; (5) LD identification. Researchers also examined the feasibility of the model by means of various approaches. The main findings were: (1) it is feasible to include a pre-referral intervention program in the LD identification process; (2) students' responses to intervention served to distinguish LD learners from low achievers, and the number of suspected LD learners decreased at each successive stage; (3) pre-referral intervention reduced the number of students who needed to receive further LD identification; (4) using independent evaluation as a criterion, those who were diagnosed as LD learners were very likely to have poor responses to intervention. The percentage of false negatives was low. The research findings supported the assumption that pre-referral intervention is feasible and can effectively discriminate 'low-achieving' and 'possible learning-disabled' groups. The implementation and difficulties confronted are described in detail.


    

本卷期目次
特殊教育研究學刊 32卷2期 (2007.6)
嬰幼兒綜合發展測驗之判定準確度及切截點分析/ 王天苗廖華芳
高雄市國小資優資源班學生學校壓力與學校適應之研究/ 許嘉容吳裕益
高中職身心障礙學生轉銜技能表現之分析研究/ 林宏熾黃湘儀
轉介前介入在學障鑑定之可行性研究:以原住民低成就國小學童為例/ 陳淑麗洪儷瑜曾世杰
文章結構教學對增進國小聽覺障礙學生說明文閱讀理解成效之研究/ 曾彥翰蔡昆瀛
以發聲練習和聲調覺識為主的音樂訓練對聽覺障礙兒童國語聲調清晰度之成效研究/ 簡子欣陳淑瑜
 
   
 
   

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