| 摘要: | 公立幼兒園自1998年開始安置及收托發展遲緩兒，本研究旨在瞭解曾就讀公立幼兒園接受早期療育服務之遲緩兒，目前年齡介於7歲-21歲，由家長立場評量早期療育對遲緩兒發展進步情形。
本研究採量化研究，經電話進行問卷訪談，有效樣本共計58份，問卷整理後，所得資料以次數分配、平均數、標準差、百分比、t考驗、Pearson相關統計法進行資料分析。得到下列結論：
發展遲緩兒童背景變項在發展進步情形男女無顯著差異與相關，接受早期療育年齡0-3歲平均得分高於4-6歲，持續接受早期療育有顯著差異。
遲緩兒家庭支援（資源）主要照顧者年齡與職業與發展進步情形有顯著相關。
遲緩兒接受社會支援（資源）與發展進步情形有顯著差異與相關。
遲緩兒接受學校支援（資源），學校特教老師輔導以及學校安排職能、物理、語言治療師巡迴輔導與發展進步情形，於學業表現、能和別人合作完成工作項目兩項相關顯著。
離園後每一位遲緩兒皆有持續升學，高中階段選擇綜合職能資訊、汽車維修、資料處理等科別；專科大學以餐旅及護理系等均為獲取專業技能做選擇，符合遲緩兒興趣家長對孩子學習一技之長自我照顧之期待。
早期療育確實對遲緩兒學習進步有影響，對於疑似遲緩兒，宜增加家長帶幼兒就診之意願，並對幼兒園教保、學校教育、社會福利機關與對未來有興趣研究相關議題者提供參卓。
The public kindergarten started receiving the Anthropogeny Delayed Children and gave them a place since 1998. This research is trying to know about these Anthropogeny Delayed Children so far between 7 to 21 years old who accepted the Early Childhood Intervention at the public kindergarten, how their parents evaluate the effects of Early Childhood Intervention to their children.
The research uses quantitative method. By phone (interview) questionnaire survey, there are 58 effective samples. After integrating all surveys, the resulting data analyzes through frequency distribution, mean, standard deviation, percentage, t test and Pearson correlation statistics, then gets the following conclusions:
The Anthropogeny Delayed Children’s background (for example: gender) do not obviously relate and cause the differences to their development process. But when they started the Early Childhood Intervention early and kept it or not, do cause obvious differences to their development process.
The caregiver’s age and occupations in family supports (resources) do obviously relate and cause the differences to their development process.
Social supports (resources) do obviously relate and cause the differences to their development process.
School supports (resources) do obviously relate and cause the differences to their development process at both academic performance and teamwork after these Anthropogeny Delayed Children counseled from the school’s Special Education Teachers, Occupational Therapists, Physiotherapists and Speech Therapists.
After graduated from the kindergarten, all the Anthropogeny Delayed Children continued their studies. They chose the Special Education of Information System, Vehicle Maintenance, Data Processing as their high school subjects; and Hospitality & Tourism, Nursing in college. They kept learning the professional skills not only just their hobbies but also taking care themselves as their parents’ wish.
The Early Childhood Intervention truly makes the Anthropogeny Delayed Children’s learning better. To the children who seem to be Anthropogeny Delayed, we should encourage their parents to bring their children for counseling. And wish this conclusion can provide a reference to the kindergarten nursery, school education, Social Welfare Authorities and the researcher who is interested in this issue. |
