| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 105 === The purpose of this study was to explore the Individualized Education Program(IEP) involvement and support needs of public vocational high school students with disabilities in New Taipei City. Ninety-one subjects ramdomly selected to fill in the “IEP involvement and support needs checklist” were based on the physical and psychological categories. In order to compare the students’ opinions with those of the teachers, 13 resource teachers were also invited to fill in the teacher version checklist at the same time. After the checklist filled, student group interviews and resource teacher individual interviews for each school were also conducted for in-depth exploration. The major findings were as follows.
1.All students’ IEP knowledge needed to be strengthened. Students who were physically disabled got higher scores on the law and aim of IEP than those of the psychologicaly disabled. Students who attended the special education courses got higher scores on the law and aim of IEP.
2.All students’ IEP involvement neeeded to be increased. Students who were physically disabled got higher scores on the aspects of special education services, classroom environment, family environment, and self-advocate than those who were psychologicaly disabled. Students who attended the special education courses got higher scores than those who were not.
3.All students’ IEP support needs were low, while resource teachers thought they were high. The tenth graders got higher scores on the aspects of special education service and classroom environment than those of the eleventh graders.
4.There were lots of advantages for students participating in IEP, such as helping the school, family, and the student to share the same information with one another, helping students know more about themselves, promoting students’ skill of self-advocacy. The followings could enhance students to participate in their IEP including (a) Schools should make general education teachers know more about the students by using positive languages, encourage students to participate in IEP meetings, cooperate with administrators and teachers to create a friendly environment for the students with special needs, and (b) Family and community should know more about people with special needs. Besides, in order to make IEP meeting more effective, teachers should keep close contacts with parents.
Based on the above results, some suggestions were made for future implementations.
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