從臺中市特殊教育評鑑探討IEP之運作
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Date
2015-09-??
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國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
自1997年《特殊教育法》二次修訂，明定學校須為身心障礙學生擬訂個別化教育計畫，迄今已逾18年。根據臺中市102年度高級中等以下學校特殊教育評鑑工作成果報告，其所屬國中小學在IEP的學生能力分析、學年學期教育目標、行為介入方案、轉銜等項目仍尚有改進空間。本文根據評鑑報告、相關研究以及教學現場實務經驗提出擬定IEP之建議提供教師參考。
Since 1997, when the second revision of the Special Education Act occurred, schools have been required to make available Individualized Education Programs for the teaching of students with disabilities. So far, more than 18 years. According to the Taichung 102 school year evaluation of special education, secondary schools and elementary schools have made multiple errors in Annual Goals, Behavior Intervention Programs, and Transition plan. Based on the evaluation reports, the author presents recommendations to special educators.
Since 1997, when the second revision of the Special Education Act occurred, schools have been required to make available Individualized Education Programs for the teaching of students with disabilities. So far, more than 18 years. According to the Taichung 102 school year evaluation of special education, secondary schools and elementary schools have made multiple errors in Annual Goals, Behavior Intervention Programs, and Transition plan. Based on the evaluation reports, the author presents recommendations to special educators.