| Summary: | 碩士 === 國立臺中教育大學 === 早期療育研究所 === 99 === This study used qualitative research methods to discuss and understand the situation and the impact on the elementary resource class students who received early intervention services and their parents, in terms of aspects of learning, parent-teacher communication and the use of resources. Data was collected by means of self-compiled interview scheme conducted with eight resource room teachers to gather their experiences and ideas for further discussion and analysis. The results are as follows:
1. Regarding the leaning attitudes, classroom behavior and work performance, students who received early intervention services generally had better performance and achievements. They were more capable of meeting the specifications of the school rules and good habits, and their overall degree of co-ordination and participation were also better. Students who didn’t receive early intervention services might have various conditions, such as lower motivation, less sense of participation and cooperation, lack of self-confidence, poor attention, slower reaction, proneness to delay and making mistakes and the need of other’s help or guidance.
2. In terms of parent-teacher communication, parents of students who received early intervention services were more willing to spend time and effort to contact or discuss with the teacher through various means. They paid more attention to their children's performance of learning and self-care, and expected to see their children’s growth and progress through continuously improving shortcomings or deficiencies. On the contrary, parents of students who didn’t receive early intervention services were more passive, which might due to their financial pressures or the lack of time. Of course, factors such as different point of views or grandparent-teaching also made parent-teacher communication reduced significantly.
3. In the use of resources, parents of students who had received early intervention services applied the subsidy on their children's education so that the rehabilitation treatment or education could be conducted smoothly. But parents of students who didn’t receive early intervention services, perhaps because of their work, time or information-obtaining problem, did not take advantage of the early intervention service resources. In the long run, the impact on the children was indeed considerable.
Finally, based on the findings and conclusions, some recommendations are provided for parents, resource room teachers, government research units and future reference.
Keywords: early intervention services, resources classes, Parent-Teacher Communication
|
|---|
