Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/51424
|
| Title: | 台灣與荷蘭輕度智能障礙中學生的個別化教育研究
Individualized education for mildly mentally impaired secondary education students in Taiwan and the Netherlands |
| Authors: | 高晞次
Loff, Sietse |
| Contributors: | 周祝瑛
高晞次
Loff, Sietse |
| Keywords: | 個別化教育
輕度智能障礙
中等教育
台灣
荷蘭
individualized education
mild mental impairment
secondary education
Taiwan
the Netherlands |
| Date: | 2010 |
| Issue Date: | 2011-10-05 14:53:53 (UTC+8) |
| Abstract: | 近來教育的研究，特別是輕度智能障礙的研究有減少的趨勢。通常這一類的學生會合併其他高出現率的障別，而不同的研究認為這些障別會有不同的特質。本研究旨在著重中學階段輕度智能障礙學生尤其是個別化教育，因為學者專家共同指出這些學生需要個別化教育。台灣、荷蘭在中學階段與輕度智能障礙有關的政策也強調符合學生個別需求、興趣和能力，所以這兩個國家可以在個別化教育這一方面做比較。
本論文的目的將研究與比較以下兩方面： (1) 台灣與荷蘭在中學階段之個別輕度智能障礙學生有何全國教育政策；期許和需求與關於達成 (2) 兩國的學校與老師如何落實個別輕度智能障礙學生的教學。為達成此目的，研究者擬蒐集兩國相關教育政策資料，以及與學校主要成員進行深入的半結構訪談。在資料分析過程中，會著重在兩國的政策和個案學校特殊狀況。而後將相互比較兩國對輕度智能障礙學生之個別化教育政策與學校執行情況，能對兩國的輕度智能障礙學生的個別化教育有所了解。以增進兩國在此方面的相互學習與借鏡。
本研究指出在台灣和荷蘭個別化教育的歷程皆受到不同世界潮流的影響。最明顯的是現標準化本位改革在台灣已經成為一種趨勢，而學生導向的個別化教育計畫概念在荷蘭的學校個案是受到支持的。此外，在台灣教育政策和規範的訂定是由中央到地方，而在荷蘭教育方案的發展則由各校自行訂定。在個案學校的主要研究發現是，荷蘭個案在個別化教育歷程中被賦予比較多正式責任，而台灣個案相形之下較少。
此外，在台灣、荷蘭組成個別化教育的項目在個別的中學低年級和高年級相當不同，而兩國的中學個別化教育項目同時呈現相同與相異之處。該研究基於研究發現提出部分建議，並針對未來可能的研究提出建議。
Research into education for, specifically, the mildly mentally impaired has in recent years decreased. Often this population of students is combined with other high incidence disabilities while significant differences in characteristics have been recognized. This research project, therefore, specifically focuses on the population of mildly mentally impaired students in secondary education and particularly individualized education, since there is a consensus among academics that this population of students has a need for a system that allows for individualized education. Policies regarding education for mildly mentally impaired in secondary education in both Taiwan and the Netherlands also stipulate a program tailored to a student’s individual needs, interests and abilities and, thus, a level of comparability between these two countries is assured.
The purpose of this dissertation is to investigate and compare (1) the national policies for meeting the individual educational wishes and needs of mildly mentally impaired secondary education students in Taiwan and the Netherlands and (2) how these policies are implemented in high-quality school cases in both countries. To achieve this purpose, the researcher collected relevant policy documents and performed in-depth, semi-structured interviews with key staff members at the school cases. During the process of data analysis, due attention was given to the fact that both the countries’ policies, as well as the school cases, are embedded in their own unique contexts. Upon analyzing the gathered data, a comparison of both countries’ individualized education systems for mildly mentally impaired secondary education students was performed, highlighting similarities and differences.
The findings of this research project indicate that the process of individualizing education has been shaped by national cultures as well as different worldwide trends in both Taiwan and the Netherlands. Most notably, there has been a drive for standards-based reform in Taiwan while in the Netherlands the concept of the student-led IEP has found an advocate in the school case researched. Furthermore, relevant educational policies and regulations are created and enforced in a top-down manner in Taiwan while the Netherlands shows elements of a bottom-up approach. Among the major findings from the school cases is that the Dutch case shows a student who is endowed with a greater degree of formal responsibility in the process of individualizing education than the Taiwanese counterparts at both the lower and upper level school cases. Furthermore, in both countries, individualized education at the lower and upper secondary education stages consists of different elements. The degree to which these elements are present in Taiwan and the Netherlands shows similarities and differences. This report concludes with recommendations based on the findings, and suggestions for possible future research are offered. |
| Reference: | References in Chinese
孟瑛如 (2006)。資源教室方案. 班級經營與補救教學。台北：五南。
陳麗如 (2005)。特殊學生鑑定與評量。台北：心理出版社。
教育部 (2000)。高級中等學校特殊教育班職業學程課程綱要。台北市：教育部
教育部 (2003)。國民中小學九年一貫課程綱要總綱。取自
http://140.117.12.91/9CC/index_new.php
教育部 (2008)。特殊教育發展五年計畫。取自
http://www.edu.tw/files/plannews_content/SPECIAL/%E7%89%B9%E6%AE%8A%E6%95%99%E8%82%B2%E4%BA%94%E5%B9%B4%E8%A8%88%E7%95%AB%E6%96%B9%E6%A1%88%E6%A0%B8%E5%AE%9A%E7%89%88.pdf
教育部 (2009a)。特殊教育法規選輯。取自
http://www.set.edu.tw/actclass/book/default.asp
教育部 (2009b)。特殊教育統計年報。取自
http://163.21.111.100/tlearn/book/BookRead.asp?BookID=1094
教育部 (2010a)。主要統計表。取自http://www.edu.tw/statistics/content.aspx?site_content_sn=8869
教育部 (2010b)。台灣省暨金馬地區身心障礙學生十二年就學安置。取自
http://english.moe.gov.tw/public/Attachment/910913505571.doc
教育部統計處 (2010a)。主要教育統計資訊。取自http://www.edu.tw/statistics/content.aspx?site_content_sn=8956
教育部統計處 (2010b)。各級教育學齡人口在學率。取自http://140.111.34.54/statistics/content.aspx?site_content_sn=24281
教育部特殊教育工作小組 (2009)。高職教育截斷特殊教育課程綱要總綱。取自
http://www.ntnu.edu.tw/spc/drlusp/d030201.html
教育部特殊教育通報網 (2009)。九十八年特殊教育概況。取自
http://www.set.edu.tw/static/comm/98taiwan/north_f.htm
References in Dutch
Blockhuis, C., & Berlet, I. (2006). Recht Doen aan Verschillen: Kwaliteit van Beoordelen bij
Competentiegericht Praktijkonderwijs. Enschede: SLO.
van den Boogaard, M., & Teurlings, C. (2004). Aan het Werk met Startcompetenties na het Praktijkonderwijs. Tilburg: IVA.
Bootsma-Slinkers, A. J., & de Groot, R. (1999). Veranderingen in het Voortgezet Speciaal
Onderwijs. In R. De Groot & C. M. Van Rijswijk (Eds.), Kleine Atlas van het Speciaal Onderwijs. (pp. 113-130). Houten: Bohn Stafleu Van Loghum.
te Braake-Schakenraad, H., & Huisman-Bakker, M. (2004). Het Individueel Ontwikkelingsplan (IOP) in het Praktijkonderwijs. `s-Hertogenbosch: KPC Groep.
Centraal Bureau voor de Statistiek. (2008a). Jaar in Cijfers 2008. Den Haag: Author.
Centraal Bureau voor de Statistiek. (2008b). Voortgezet Onderwijs; Leerlingen en Geslaagden naar Schoolsoort [Electronic Version]. Retrieved 11 March 2010, from http://statline.cbs.nl/StatWeb/publication/?VW=T&DM=SLNL&PA=37545vol&D1=0&D2=0-4,16-17,29,(l-3)-l&D3=a&D4=5,10,(l-1)-l&HD=100311-1616&HDR=T,G2,G3&STB=G1
Centraal Bureau voor de Statistiek. (2009a). De Nederlandse Economie 2008. Retrieved 20 July 2010, from http://www.cbs.nl/NR/rdonlyres/A28FBC57-3DCB-4436-A93A-042A400E5B9C/0/2008denederlandseeconomiepub.pdf
Dosen, A. (2005). Psychische Stoornissen, Gedragsproblemen en Verstandelijke Handicap. Assen: van Gorcum bv.
Harskamp, E., & Slof, B. (2006). Invoering van Individuele Ontwikkelingsplannen in het Praktijkonderwijs. Groningen: GION.
Heijnens, D. M. S. (2009). De Uitstroom van Leerlingen uit het Praktijkonderwijs in het Schooljaar 2008-2009. Rotterdam: Actis Advies.
Hellinga, G. G. (2007). Geschiedenis van Nederland. Zutphen: Walburg Pers.
Huijgens, M., & van de Wiel, M. (2007). Effectieve Handelingsplannen. Baarn: Thieme Meulenhoff bv.
Huisman-Bakker, M., te Braake-Schakenraad, H., Klasen, F., Westening, E., & van der Gulik, F. (2004). Praktijkonderwijs en de Streefdoelen [Electronic Version]. Retrieved 10 March 2010, from http://archief.praktijkonderwijs.nl/images/PrO%20in%20de%20steigers%20-%20Publicaties/Praktijkonderwijs%20en%20de%20streefdoelen%20(pdf).pdf
Inspectie van het Onderwijs. (2010). De Staat van het Onderwijs. Onderwijsverslag 2008 / 2009. Utrecht: Author.
van Laarhoven, A., Groenenboom, A., Hoogenkamp, M., van der Hout, A., Mulder, J., & Wissink, E. (1999). Werken aan Praktijkonderwijs: Aangepaste Basisvorming. `s-Hertogenbosch: VSLPC.
van der Leij, A., & van der Linde-Kaan, A. (2003). Zorgverbreding: Bijdragen uit Speciaal Onderwijs aan Basisonderwijs. Baarn: HBuitgevers.
Ministerie van Onderwijs Cultuur en Wetenschappen. (1998). Wet op Voortgezet Onderwijs. Retrieved 14 March 2010. from http://wetten.overheid.nl/BWBR0002399/geldigheidsdatum_14-03-2010
Ministerie van Onderwijs Cultuur en Wetenschappen. (2006). Lumpsumbekostiging voor het Praktijkonderwijs. Woerden: Zuidam & Zonen B.V.
Ministerie van Onderwijs Cultuur en Wetenschappen. (2010a). Kerncijfers 2005 - 2009.
Onderwijs, Cultuur en Wetenschap. Retrieved 31 July 2010, from http://www.rijksoverheid.nl/documenten-en-publicaties/rapporten/2010/05/19/kerncijfers-2005-2009-onderwijs-cultuur-en-wetenschap.html
Ministerie van Onderwijs Cultuur en Wetenschappen. (2010b). Leerlingdossier en Onderwijskundig Rapport. Retrieved 14 March, 2010, from http://www.minocw.nl/actueel/nieuwsbrief/artikel/805/Leerlingdossier-en-onderwijskundig-rapport.html
Reulen, J. J. M., & Rosmalen, P. H. W. (2003). Het Voortgezet Onderwijs in Nederland: Ontwikkelingen, Structuren en Regelingen. Tilburg: Uitgeverij.
van Rijswijk, K., & Kool, E. (1999). De Nieuwe Vormgeving van het Speciaal Onderwijs. In R. de Groot & C. M. van Rijswijk (Eds.), Kleine Atlas van het Speciaal Onderwijs (pp. 11-30). Houten: Bohn Stafleu Van Loghum.
Schölvinck, M., & de Vries, P. (2004). Een Goed Begin is het Halve Werk. Procedure Beschrijving voor het Startdocument in het Praktijkonderwijs. `s-Hertogenbosch: VSLPC.
Schouten, E., te Braake-Schakenraad, H., Huisman-Bakker, M., & van de Beek, G. (2002). De Loopbaankolom Praktijkonderwijs. Vijf veel Voorkomende Scholingsroutes voor Leerlingen van het Praktijkonderwijs. `s-Hertogenbosch: KPC Groep.
Schröder-Servaes, C. H. M. L., Baltussen, M. W. J., de Boer, G. C., Bootsman-Slinkers, A. J., Bosch, M. M., Hamelink, K. K., et al. (1999). Werken aan Leerwegondersteunend Onderwijs: Handelingsplannen. `s-Hertogenbosch: VSLPC.
Sectorbestuur Onderwijsarbeidsmarkt. (2010). Leraren met een Pabodiploma Gewild in het Praktijkonderwijs en VMBO [Electronic Version]. Retrieved 25 August 2010, from http://www.onderwijsarbeidsmarkt.nl/actueel/2010-q2/leraren-met-een-pabodiploma-gewild-in-het-praktijkonderwijs-en-vmbo/
van de Ven, M. (2008). Zelf Doen. Didaktief, 3, 10-11.
Verenigde Samenwerkende Landelijke Pedagogische Centra. (2000). Leerlingen op Spoor. Algemene Diagnostiek voor de Toelaatbaarheidsbepaling LWOO / PRO. "Diagnostiek als Hulpmiddel". Utrecht: Author.
Vereniging Landelijk Werkverband Praktijkonderwijs. (2006). In Praktijk Goed. Platform Praktijkonderwijs. Rotterdam: Actis Advies.
Vereniging Landelijk Werkverband Praktijkonderwijs. (2010a). Van IOP naar ITP [Electronic Version]. Retrieved 6 August 2010, from http://www.praktijkonderwijs.nl/
Vereniging Landelijk Werkverband Praktijkonderwijs. (2010b). Vereniging. Doel. Retrieved October 30, 2010, from http://www.praktijkonderwijs.nl/index.php?pageID=3066&n=540
References in English
AAIDD. (2002). Definition of Intellectual Disability. Retrieved January 17, 2009, from http://www.aamr.org/content_100.cfm?navID=21
Andrew, R., & Williamson, J. (1994, July 3-6, 1994). Curriculum Needs of Students with Mild Intellectual Disabilities: Implications for Teachers and Teacher Educators. Paper presented at the Annual Conference of the Australian Teacher Education Association, Brisbane, Queensland, Australia.
Black, R. S., & Rojewski, J. W. (1998). The Role of Social Awareness in the Employment Success of Adolescents with Mild Mental Retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 144-161.
Bouck, E. C. (2004). Exploring Secondary Special Education for Mild Mental Impairment: A Program in Search of Its Place. Remedial and Special Education, 25, 367-382.
Bouck, E. C. (2007). Lost in Translation? Educating Secondary Students with Mild Mental Impairment. Journal of Disability Policy Students, 18(2), 79-87.
Bouck, E. C. (2009). Functional Curriculum Models for Secondary Students with Mild Mental Impairment. Education and Training in Developmental Disabilities, 44(4), 435-443.
Bray, M. (2003). Comparative Education in the Era of Globalisation: Evolution, Missions and Roles. Policy Futures in Education, 1(2), 209-224.
Bray, M. (2005). Methodology and Focus in Comparative Education. In M. Bray & R. Koo (Eds.), Education and Society in Hong Kong and Macao (Vol. 7, pp. 239-252). Houten-Baarn: Springer.
Bray, M., Adamson, B., & Mason, M. (2007). Different Models, Different Emphases, Different Insights. In M. Bray, B. Adamson & M. Mason (Eds.), Comparative Education Research: Approaches and Methods (pp. 363-380). New York: Springer-Verlag.
British Institute of Learning Disabilities. (2009). Factsheet - Learning Disabilities. Retrieved October 24, 2009, from http://www.bild.org.uk/docs/05faqs/Factsheet%20Learning%20Disabilities.pdf
Brown, I., & Percy, M. (2007). A Comprehensive Guide to Intellectual & Developmental Disabilities. Baltimore: Paul H. Brookes Publishing Co.
Caffrey, E., & Fuchs, D. (2007). Differences in Performance Between Students with Learning Disabilities and Mild Mental Retardation: Implications for Categorical Instruction. Learning Disabilities Research & Practice, 22(2), 119-128.
Central Intelligence Agency. (2010). The World Factbook: Taiwan [Electronic Version]. Retrieved 25 August 2010, from https://www.cia.gov/library/publications/the-world-factbook/geos/tw.html
Chang, M. H., Reetz, L., Chien, J. L., & Ring, M. (2001, April 18-21). A Comparison of Special Education Service Delivery in the United States and Taiwan. Paper presented at the Annual Conference of the Council for Exceptional Children, Kansas City.
Chen, S. W., Wang, H. H., Wei, C. F., Fwu, B. J., & Hwang, K. K. (2009). Taiwanese Students` Self-Attributions for Two Types of Achievement Goals. The Journal of Social Psychology, 149(2), 179-193.
Chen, Y. S., & Jacob, J. W. (2002, March 6-9). Marginality and Aboriginal Education Policy Analysis in the United States and Taiwan. Paper presented at the Annual Meeting of the Comparative Education Society, Orlando, FL.
Chou, P. C., & Ho, A. H. (2007). Schooling in Taiwan. In G. Postiglione & J. Tan (Eds.), Going to School in East Asia (pp. 344-377). Westport: Greenwood.
Clark, G. M. (1994). Is a Functional Curriculum Approach Compatible with an Inclusive Education Model? Teaching Exceptional Children, 26(2), 36-39.
Doll, B., & Sands, D. J. (1998). Student Involvement in Goal Setting and Educational Decision Making, Foundations for Effectiveness Instruction. In M. L. Wehmeyer & D. J. Sands (Eds.), Making It Happen: Student Involvement in Education Planning, Decision Making, and Instruction (pp. 45-74). Baltimore: Paul H. Brookes Publishing Co.
Dunn, L. M. (1968). Special Education for the Mildly Retarded: Is Much of It Justifiable? Exceptional Children, 35, 5-22.
Elksnin, N., & Elksnin, L. K. (2001). Adolescents with Disabilities: The Need for Occupational Social Skills Training. Exceptionality, 9(1&2), 91-105.
Eurostat. (2010). Harmonised Unemployment Rate by Gender [Electronic Version]. Retrieved 20 July 2010, from http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&language=en&pcode=teilm020&tableSelection=1&plugin=1
Eurydice. (2009). Organisation of the Education System in the Netherlands. Brussels: Education Audiovisual & Culture Executive Agency.
Fairbrother, G. P. (2005). Comparison to what End? Maximizing the Potential of Comparative Education Research. Comparative Education, 41(1), 5-24.
Government Information Office. (2004). Taiwan`s Population Distribution [Electronic Version]. Retrieved 5 August 2010, from http://www.gio.gov.tw/ct.asp?xItem=18754&ctNode=2557
Government Information Office. (2010). The Republic of China at a Glance [Electronic Version]. Retrieved 9 July 2010, from http://www.gio.gov.tw/taiwan-website/5-gp/glance/
Greenspan, S. (1999). What is meant by Mental Retardation? International Review of Psychiatry, 11, 6-18.
Gresham, F. M., & MacMillan, D. L. (1997). Social Competence and Affective Characteristics of Students with Mild Disabilities. Review of Educational Research, 67(4), 377-415.
Halpern, A. S. (1994). The Transition of Youth with Disabilities to Adult Life: A Position Statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 17, 115-124.
International Monetary Fund. (2010). World Economic Outlook Database - The Netherlands [Electronic Version]. Retrieved 20 July 2010, from http://www.imf.org/external/pubs/ft/weo/2010/01/weodata/weorept.aspx?sy=2007&ey=2010&scsm=1&ssd=1&sort=country&ds=.&br=1&c=138&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=42&pr.y=0
Judge, S., & Oreshkina, M. (2004). Special Education Teacher Preparation in Belgium, russia, and United States: A Comparative Study. Teacher Education and Special Education, 27(3), 35-45.
Kang, Y. S., Lovett, D., & Haring, K. (2002). Culture and Special Education in Taiwan. Teaching Exceptional Children, 34(5), 12-15.
Karsten, S., Peetsma, T., Roeleveld, J., & Vergeer, M. (2001). The Dutch Policy of Integration put to the Test: Differences in Academic and Psychosocial Development of Pupils in Special and Mainstream Education. European Journal of Special Needs Education, 16(3), 193-205.
Kauffman, J. M., & Hung, L. Y. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Current Policy in Psychiatry, 22, 452-456.
Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (2000). Educating Exceptional Children. Boston: Houghton Mifflin Company.
Koster, M., Pijl, S. J., van Houten, E., & Nakken, H. (2007). The Social Position and Development of Pupils with SEN in Mainstream Dutch Primary Schools. European Journal of Special Needs Education, 22(1), 31-46.
Library of Congress. (2005). Country Profile: Taiwan [Electronic Version]. Retrieved 25 June 2010, from http://lcweb2.loc.gov/frd/cs/profiles/Taiwan.pdf
Mansell, J., & Beadle-Brown, J. (2004). Person-Centred Planning or Person-Centred Action? Policy and Practice in Intellectual Disability Services. Journal of Applied Research in Intellectual Disabilities, 17, 1-9.
Martin, J. E., van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. E., Lovett, D., et al. (2006). Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidence-Based Practice. Exceptional Children, 72(3), 299-326.
Mason, Y. C., McGahee-Kovac, M., & Johnson, L. (2004). How to Help Students Lead Their IEP Meetings. Teaching Exceptional Children, 36(3), 18-25.
Maxwell, J. A. (1996). Qualitative Research Design: An Interactive Approach. Thousand Oaks: Sage.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Fransisco: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks: Sage.
Ministerie van Onderwijs Cultuur en Wetenschappen. (1998). Wet op Voortgezet Onderwijs. Retrieved 14 March 2010. from http://wetten.overheid.nl/BWBR0002399/geldigheidsdatum_14-03-2010.
Ministry of Education. (2003). The Enforcement Rules to the Act of Special Education [Electronic Version]. Retrieved 20 August 2010, from http://law.moj.gov.tw/Eng/LawClass/LawAll.aspx?PCode=H0080032
Ministry of Education. (2007). 2007 Education in Taiwan. Taipei: Author.
Ministry of Education. (2009). The Special Education Act [Electronic Version]. Retrieved 10 August 2010, from http://law.moj.gov.tw/Eng/LawClass/LawAll.aspx?PCode=H0080027
Ministry of Education. (2010). Introduction of Special Education [Electronic Version]. Retrieved 1 August 2010, from http://english.moe.gov.tw/ct.asp?xItem=11631&ctNode=508&mp=11
National Center for Learning Disabilities. (2009). Basic Facts Learning Disabilities. Retrieved October 23, 2009, from http://www.ncld.org/ld-basics/ld-explained/basic-facts
NCSET. (2004). Person-Centered Planning: A Tool for Transition [Electronic Version]. Parent Brief, from http://www.ncset.org/publications/viewdesc.asp?id=1431
Norwich, B. (2008). Dilemmas of Difference, Inclusion and Disability: International Perspectives on Placement. European Journal of Special Needs Education, 23(4), 287-304.
OECD. (2008). OECD Rural Policy Reviews: Netherlands [Electronic Version]. Retrieved 25 August 2010, from http://www.oecd.org/document/19/0,3343,en_2649_33735_40671251_1_1_1_1,00.html#1
Patton, J. R., Payne, J. S., & Beirne-Smith, M. (1990). Mental Retardation. Columbus: Merrill Publishing Company.
Patton, J. R., Polloway, E. A., & Smith, T. E. C. (2000). Educating Students with Mild Mental Retardation. Focus on Autism and Other Developmental Disabilities, 15(2), 80-89.
Phillips, D. (2006). Comparative Education: Method. Research in Comparative and International Education, 1(4), 304-319.
Polloway, E. A. (2006). Mild Mental Retardation: A Concept in Search of Clarity, a Population in Search of Appropriate Education and Supports, a Profession in Search of Advocacy. Exceptionality, 14(4), 183-189.
Polloway, E. A., Smith, D. J., Chamberlain, J., Denning, C. B., & Smith, E. C. (1999). Levels of Deficits or Supports in the Classification of Mental Retardation: Implementation Practices. Education and Training in Developmental Disabilities, 34(2), 200-206.
Powers, L. E., Turner, A., Westwood, D. H., Loesch, C., Brown, A., & Rowland, C. (1998). TAKE CHARGE for the Future: A Student-Directed Approach to Transition Planning. In M. L. Wehmeyer & D. J. Sands (Eds.), Making it Happen: Student Involvement in Education Planning, Decision Making, and Instruction (pp. 187-210). Baltimore: Paul H. Brookes Publishing Co.
Rose, R. (2007). Curriculum Considerations in Meeting Special Educational Needs. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 295-306). London: Sage.
Sacks, A. (2001). Special Education: A Reference Handbook. Santa Barbara: ABC-CLIO, Inc.
Sands, D. J., Bassett, D. S., Lehman, J., & Spencer, K. C. (1998). Factors Contributing to and Implications for Students Involvement in Transition-Related Planning, Decision Making, and Instruction. In M. L. Wehmeyer & D. J. Sands (Eds.), Making It Happen: Student Involvement in Education Planning, Decision Making, and Instruction (pp. 25-44). Baltimore: Paul H. Brookes Publishing Co.
Schweisfurth, M. (1999). Gleaning Meaning from Case Studies in International Comparison: Teachers` Experiences of Reform in Russia and South Africa. Compare, 29(3), 331-340.
Scott, M. C., & Perou, R. (1993, March 25-28). Cognitive Differences between Children with Learning Disabilities and Those with Mild Mental Retardation. Paper presented at the Biennial Meeting of the Society for Research in Child Development, New Orleans, LA.
Smith, D. C. (1991). The Confucian Continuum. Educational Modernization in Taiwan. New York: Praeger Publishers.
Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2004). Teaching Students with Special Needs in Inclusive Settings. Boston: Pearson Education, Inc.
Stake, R. E. (2006). Multiple Case Study Analysis. New York: The Guildford Press.
Strickland, B. B., & Turnbull, A. P. (1990). Developing and Implementing Individual Education Programs. Columbus: Merrill Publishing Company.
Thijs, A., van Leeuwen, B., & Zandbergen, M. (2009). Inclusive Education in The Netherlands. Enschede: SLO.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: Author.
UNESCO. (2008). International Literacy Statistics: A Review of Concepts, Methodology and Current Data. Montreal: UNESCO Institute for Statistics.
Valletutti, P. J., Bender, M., & Sims-Tucker, B. (1996). A Functional Curriculum for Teaching Students with Disabilities. Austin: PRO-ED.
Walford, G. (2001). Site Selection within Comparative Case Study and Ethnographic Research. Compare, 31(2), 151-164.
WCCES. (2010). Member Societies [Electronic Version]. Retrieved 12 August 2010, from http://www.wcces.net/members/index.html
Wehman, P. (2002). Individual Transition Plans. The Teacher`s Curriculum Guide for Helping Youth with Special Needs. Austin: PRO-ED.
Wehmeyer, M. L. (1996). Self-Determination as an Educational Outcome: Why is it Important to Children, Youth, and Adults with Disabilities? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-Determination Across the Life Span: Independency and Choice for People with Disabilities. Baltimore: Paul H. Brookes Publishing Co.
Wehmeyer, M. L. (1998a). Student Involvement in Education Planning, Decision Making and Instruction: An Idea Whose Time has Arrived. In M. L. Wehmeyer & D. J. Sands (Eds.), Making It Happen: Student Involvement in Education Planning, Decision Making, and Instruction (pp. 3-23). Baltimore: Paul H. Brookes Publishing Co.
Wehmeyer, M. L. (1998b). Whose Future is It Anyway? A Student-Directed Transition-Planning Program. In M. L. Wehmeyer & D. J. Sands (Eds.), Making It Happen: Student Involvement in Education Planning, Decision Making, and Instruction (pp. 153-165). Baltimore: Paul H. Brookes Publishing Co.
Wehmeyer, M. L. (2003). Defining Mental Retardation and Ensuring Access to the General Curriculum. Education and Training in Developmental Disabilities, 38(3), 271-282.
Wehmeyer, M. L. (2006). Universal Design for Learning, Access to the General Education Curriculum and Students with Mild Mental Retardation. Exceptionality, 14(4), 225-235.
Wehmeyer, M. L., & Lawrence, M. (1995). Whose Future is It Anyway? Promoting Student Involvment in Transition Planning. Career Development for Exceptional Individuals, 18, 69-83.
Wellington, J. (2006). Secondary Education. The Key Concepts. New York: Routledge.
Wu, W. T. (2007). Inclusive Education in Taiwan. Chinese Education and Society, 40(4), 76-96.
Yao, X. Z. (2003). RoutledgeCurzon Encyclopedia of Confucianism. London: RoutledgeCurzon.
Yi, C. C., Kung, H. M., Chen, Y. H., & Chu, J. J. (2008). The Importance of Social Context in the Formation of the Value of Children for Adolescents: Social Class and Rural Urban Differences in Taiwan. Journal of Comparative Family Studies, June 2008, 371-392.
Yin, R. K. (1994). Case Study Research: Design and Methods. Thousand Oaks: Sage.
Zhang, D. L. (2001). Self-Determination and Inclusion: Are Students with Mild Mental Retardation More Self-Determined in Regular Classrooms? Education and Training in Developmental Disabilities, 36(4), 357-362. |
| Description: | 碩士
國立政治大學
教育研究所
96152026
99 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0096152026 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 202601.pdf | 2556Kb | Adobe PDF2 | 1608 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
