學障教育在臺灣的第一個三十年
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Date
2006-09-??
Authors
洪儷瑜
Journal Title
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Volume Title
Publisher
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
自民國60年代學障課程研究進入臺灣，學習障礙在臺灣的30年可區分為4個階段：萌芽階段（72年以前）、奠基（73-84年）、成長（85-93 年）、精緻與整合（94年-）等4個階段，由此4階段闡述學習障礙在我國過去30年的發展經過，並歸納學習障礙在我國發展的特色：（1）穩定推動的力量持續來自學界；（2）學界、家長合作多方資源共同推動；（3）文章發表隨階段之發展質與量均有明顯進展；（4）由執行上矛盾逐漸建立本土實施模式；（5）對此促進成長之背後重要社會經濟、教育因素也加以說明。
Since the concept of learning disabilities was introduced into Taiwan in 1970s, four major phases can illustrate the development of learning disabilities in Taiwan: they are Emergence (before 1983), Foundation (1984-1995), Blooming (1996-2004), and Integration (2005-). Five features can be concluded from the four-phased development: they are (I) the consecutive resource from the professionals in higher education; (2) cooperation between professors and parents to reach out resources to involve; (3) publications growing quantitatively and qualitatively; (4) transit from inconsistent implementation to the systematic local model; and (5) special socio-economical and education backgrounds facilitating blooming of learning disabilities in late 1990s.
Since the concept of learning disabilities was introduced into Taiwan in 1970s, four major phases can illustrate the development of learning disabilities in Taiwan: they are Emergence (before 1983), Foundation (1984-1995), Blooming (1996-2004), and Integration (2005-). Five features can be concluded from the four-phased development: they are (I) the consecutive resource from the professionals in higher education; (2) cooperation between professors and parents to reach out resources to involve; (3) publications growing quantitatively and qualitatively; (4) transit from inconsistent implementation to the systematic local model; and (5) special socio-economical and education backgrounds facilitating blooming of learning disabilities in late 1990s.