| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育研究所 === 85 === The purposes of this study were to develop the individualized parent education programs for six parents of students with mental retardation in an elementary school, and vealuate the effects of the programs. The individual parent''s needs were investigated, and a thirteen-week parents'' education initiative has been undergone to finalize the effects of the evaluation. The major finding of the study were as follow :
The parents'' education needs mainly included : the counseling services (in terms of social resources); understanding of the government''s policies on social welfare and disabilities (in terms of related rules and laws); understanding of children''s educational placement and career planning, as well as the current curriculum (in terms of special education); learning to help children communicate with others, and elevate their cognitive learning (in terms of skills in working with children ). Beside, two parents needed helps from other professionals (in terms of social resources). One parent hoped to monitor the teaching in the class. No parent checked the item of "Helping Children Take Care of Themselves", while only one checked the item "Helping children with self-management" (in terms of skills in working with children). In addition, parent C was faced with financial problems, parent E had another child quitting classes frequently, and parent F strongly concerned about the educational placement in the future. As for scheduling the parents'' education activities, there is no common time for parents, and the time for the activities must be therefore made certain in advance. Parents need diversified practice types.
The Counseling Office laid out the guidelines for the parents'' education puogram,and made schedules for coordination meeting. The class teachers carried out the program, prepared relevant written materials, and explained the information. Subject to adjustment arising from the changing needs of parents, objectives and content should be created for the individual service plan in compliance with the needs. The carrying out of the program was realized as four small-group activities, two occurrences of individual service as well as the supply of written information. Coordination of other social services, and arrangement of the site visits were also included in the program.
Among four small-group activities, there was only one parent participating all activities, three for three, one for two ,and one for one of them. Individual counseling had been dispensed three and four times respectively for three parents. Telephone contacts had been actively made by researcher eight to seventeen times. Every parent received newsletters and communication sheets concerning the information needed.
Parents had a positive responses to the ways, dates timing, and themes of the small-group activities. Individual interviews, telephone contacts and written communication were also perceived positively by parents. The class teachers'' evaluation and suggestion for the program were also discussed in the study.
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