| dc.contributor.advisor | 周祝瑛 | zh_TW |
| dc.contributor.author (Authors) | 高晞次 | zh_TW |
| dc.contributor.author (Authors) | Loff, Sietse | en_US |
| dc.creator (作者) | 高晞次 | zh_TW |
| dc.creator (作者) | Loff, Sietse | en_US |
| dc.date (日期) | 2010 | en_US |
| dc.date.accessioned | 5-Oct-2011 14:53:53 (UTC+8) | - |
| dc.date.available | 5-Oct-2011 14:53:53 (UTC+8) | - |
| dc.date.issued (上傳時間) | 5-Oct-2011 14:53:53 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0096152026 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/51424 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 96152026 | zh_TW |
| dc.description (描述) | 99 | zh_TW |
| dc.description.abstract (摘要) | 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。 | zh_TW |
| dc.description.abstract (摘要) | 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. | en_US |
| dc.description.tableofcontents | 摘要 iiAbstract ivChapter 1 Introduction 11.1 Research Background and Motivation 11.2 Research Purpose 51.3 Research Questions 51.4 Definitions of Terms 61.5 Research Extent and Limitations 7Chapter 2 Literature Review 92.1 Educational Needs of Mildly Mentally Impaired Students 92.2 Secondary Education Programs for Mildly Mentally Impaired Students 142.3 Secondary Education Curriculum for Mildly Mentally Impaired Students 182.4 Individualizing Education for Mildly Mentally Impaired Students 202.5 The Taiwanese Context 272.5.1 Country Profile 272.5.2 The Education System of Taiwan 302.5.3 Mildly Mentally Impaired Students in Taiwanese Secondary Education 342.6 The Dutch Context 472.6.1 Country Profile 472.6.2 The Education System of the Netherlands 502.6.3 Mildly Mentally Impaired Students in Dutch Secondary Education 53 Chapter 3 Research Methodology 723.1 Research Method 723.2 Conceptual Framework 743.3 Research Subject 753.4 Research Instruments 783.5 Research Process 793.6 Data Collection 813.7 Data Analysis 83Chapter 4 Research Findings 864.1 Taiwan 86 4.1.1 Taiwanese Policy 86 4.1.2 Implementation in Taiwanese School Cases 89 Taipei Junior High School 90 School background 90 Research participants 90 The school’s programs 92 Individualizing education 98 Nang Gang Senior Vocational High School 110 School background 110 Research participants 111 The school’s program 112 Individualizing education 117 4.2 The Netherlands 131 4.2.1 Dutch Policy 131 4.2.2 Dutch School Case Implementation 135Accent Nijkerk 135 School background 136 Research participants 136 The school’s program 138 Individualizing education 146Chapter 5 Comparison 1665.1 The Definition of Mildly Mentally Impaired Students 1665.2 National Context 1695.3 Participants in the Process of Individualizing Education 1735.4 System and Tools for Individualizing Education 1745.5 Method of Individualizing Education 1805.6 Individual Student Evaluation 1935.7 Individualized Education 195Chapter 6 Conclusions and Recommendations 1986.1 Conclusions 1986.2 Recommendations 201Appendices 203References 254 Table of FiguresFigure 2.1 Resource room programs 17Figure 2.2 Comprehensive Vocational Department vocational exploration 44Figure 2.3 Action plan in Practical Training 65Figure 3.1 Conceptual framework 75Figure 3.2 Research process 80Figure 4.1 Christmas tree model of the IEP 135Figure 4.2 AKA course 144Figure 4.3 Triangle meetings 150Table 5.1 Comparison of definition of mildly mentally impaired students 168Table 5.2 Comparison of national contexts 171Table 5.3 Comparison of participants in the student’s individualized education process 174Table 5.4 Overview of the IEP contents 176Table 5.5 Comparison of system and tools for individualizing education 179Table 5.6 Comparison of the method of individualizing education 191Table 5.7 Comparison of individual student evaluation 194Table 5.8 Individualized education at the lower secondary education level 196Table 5.9 Individualized education at the upper secondary education level 197List of AppendicesAppendix A Education system of Taiwan 203Appendix B Education system of the Netherlands 204Appendix C Interview protocol Taiwan (Chinese version) 205Appendix D Interview protocol Taiwan (English version) 209Appendix E Interview protocol the Netherlands (Dutch version) 214Appendix F Interview protocol the Netherlands (English version) 218Appendix G IEP example Taipei Junior High School 222Appendix H (Partial) IEP example Nan Gang Comprehensive Vocational Department 232Appendix I IEP presentation Accent Nijkerk 241Appendix J List of competencies PrOmotie curriculum 252 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0096152026 | en_US |
| dc.subject (關鍵詞) | 個別化教育 | zh_TW |
| dc.subject (關鍵詞) | 輕度智能障礙 | zh_TW |
| dc.subject (關鍵詞) | 中等教育 | zh_TW |
| dc.subject (關鍵詞) | 台灣 | zh_TW |
| dc.subject (關鍵詞) | 荷蘭 | zh_TW |
| dc.subject (關鍵詞) | individualized education | en_US |
| dc.subject (關鍵詞) | mild mental impairment | en_US |
| dc.subject (關鍵詞) | secondary education | en_US |
| dc.subject (關鍵詞) | Taiwan | en_US |
| dc.subject (關鍵詞) | the Netherlands | en_US |
| dc.title (題名) | 台灣與荷蘭輕度智能障礙中學生的個別化教育研究 | zh_TW |
| dc.title (題名) | Individualized education for mildly mentally impaired secondary education students in Taiwan and the Netherlands | en_US |
| dc.type (資料類型) | thesis | en |
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