The perspectives of Penghu County's Preschool caregiver on the Early Intervention of Preschool Itinerant Service Program

• Main Authors: Hsu-ching Mei, 許靜玫
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/85301585993208581014

碩士 === 慈濟大學 === 社會工作學系碩士班 === 100 === The purpose of this research is to study the perspectives of Penghu County's preschool caregivers on the early intervention of itinerant service program. This research adopts questionnaire survey method, and objects of study are preschool caregivers who have accepted early intervention services in Penghu County before September, 2011.The total of 58 valid questionnaires is returned and the return rate is 92％. After analyzing data with software SPSS19.0, the findings are as follows: 1.The basic data of Penghu County's preschool caregivers: most of them are36 years old(51.7％); most of their teaching seniority is 1-5 years(34.5％)；The professional title is Edu-care worker(34.5％) and most of them are graduated from Department of Early Childhood Educare. In professional certificates part : most of them have early childhood education certificates(36.2％), and others are without any certificates(34.5％). In professional training part : the majority finished the Special Education 3 credits or attended the study and research more than 54 hours. 2.The experience of involving in itinerant service: major frequency is once a week；service time section : used the lunch break ; service time length :30 minutes (majority) ; most of them are special education teachers who contact with early intervention service staff ; the method is to take children away from his or her class. 3.The important factor on the education training and itinerant service is to influence the preschool caregiver's role identity, itinerant service and the perceptive on early intervention. 4.More concrete help is needed. As for the preschool caregivers, itinerant service play the most profound role in role orientation and itinerant service. For example, providing the assistant in teaching, filling out the Individualized Educational Plan(IEP), increasing the early intervention information and supplying the relative resource. However, knowing the purpose of itinerant service or understanding the ways of cooperation cannot give preschool caregivers enough support. Based on the result of research, this study provides suggestions as follows: 1.Suggestions for early intervention itinerant service group (1)Promoting the preschool caregiver's course design. (2)Encouraging the connection, coordination and communication among different professional areas. (3)Enhancing the preschool caregiver's ability on writing and executing Individualized Educational Plan, IEP. 2.Suggestions for preschool which accepted the Itinerant service (1)Strengthening the Preschool caregiver's basic cognition and advanced education. (2)Enhancing the preschool caregiver's deaf education knowledge and ability. 3.Suggestions for designing the itinerant service program (1)Enhancing the assistant of itinerant service. (2)Taking the challenge of “over sea” early intervention itinerant service program. (3)Continuing the early intervention service center and promoting the early intervention.