依內政部2011年統計資料顯示，身心障礙者住「教養、養護機構」者占全體身障者的6.82% 。特殊教育法第28條為：高級中等以下各教育階段學校，應以團隊合作方式對身心障礙學生訂定「個別化教育計畫」，訂定時應邀請身心障礙學生家長參與，必要時家長得邀請相關人員陪同參與。根據內政部身心障礙機構評鑑指標：身心障礙機構要為所收容的服務對象訂定「個別化服務運作相關辦法」，並要求要為服務對象「定期擬訂個別化服務計畫並召開會議」。因此障礙者住在機構內，機構有責任為其安排適當的作息/課程內容。本研究旨在探討喜樂保育院所安排的作息/課程是否符合服務對象的需求及家長的期待。 本研究採用檔案研究法及深度訪談，檔案研究法以居住在喜樂保育院的服務對象，針對安置在不同組別的服務對象，在他們進到喜樂保育院接受服務教養之後，機構所安排的作息/課程的改變，來探討其演變以及背後所隱藏的意義。深度訪談的對象則包括資深教保員以及家長，針對所描述的相關資料來做分析探討。透過所蒐集到的資料，來分析是否符合服務對象的個別化需求。 本研究發現家長將孩子們安置在機構內，主要是想要讓孩子們接受更專業的照顧，期待他們透過專業的服務，在各方面的發展能夠更進步及成長。機構生活照顧以身心障礙者的個別化需求為前提，安排各式各樣的作息/課程內容，來滿足服務對象的需求，並藉由跨專業服務的整合，讓服務更精進、更到位。機構評鑑制度讓各機構的服務有規則及標準可循，也有益於照顧品質的維護及提升，滿足身心障礙者的個別需求，提供其優質的生活品質。 針對身心障礙機構作息/課程的規劃，本研究建議除了要滿足服務對象的個別需求之外，仍須考量個案的生理發展狀況，並要尊重服務對象自己本身的想法，而不是以工作人員本身的想法或狀況來做安排，畢竟這是他們的人生，其他專業人員所該做的就是提供支持及陪伴。使其身心靈獲得滿足及過有尊嚴的優質生活。 According to the statistical data given from Ministry of the Interior in 2011, the physically handicapped living in nursing homes account for 6.82% of all the physically handicapped. Article 28 of The Special Education Act: Schools under senior high should develop the individualized education plan for each and every special needs student based on a multidisciplinary team, invite parents for participation and, where it needs, encourage professionals to accompany parents for participation. According to evaluation indicators of welfare organizations for the disabled based on Ministry of the Interior, the welfare organizations for the disabled have to establish the regulations related to carrying out Individualized Service for their clients and be asked to draft Individualized Service Plans regularly and convene meetings. With the disabled living in the institution, the institution has the responsibility to arrange appropriate work and rest and courses. The research aims at discussing whether the work and rest and courses of Erhlin Happy Christian Homes live up to the clients’ need and the parents’ expectation. The research uses file analysis and depth interview. File analysis takes the clients living in Erhlin Happy Christian Homes as research objects. They aim at the clients set in the different groups to discuss the changes of work and rest and courses and the implicit meaning behind the changes during they take service and care in the institution. The objects of depth interview includes the senior instructors and the parents. It aims at the contents of the interview to analyze and discuss. Through the information they collected, they analyze if they meet the clients’ personal need. The research found the parents set their children in the institution mainly because they want to let children get more professional care and expect they would grow up and progress in every aspect by professional service. The care in the institution takes individualized need of disabled people as prerequisite. They arrange every kinds of work and rest and courses to fulfill individualized need of disabled people and make the service more precise and comprehensive. The evaluation system in the institution makes every aspect of service have rules and standard to follow and helps preservation and enhancement of care quality. Moreover, it fulfills individualized need of the disabled and provide excellent quality. Aiming at the plan of work and rest and courses in the institution, the research suggests the institution have to consider the clients’ physiological growth and respect their own thoughts instead of following the instructors’ thoughts besides fulfilling the clients’ need. After all, it’s their lives. All the professional staff can do is supply support and company to make their bodies and souls get satisfaction and live a dignified and excellent life.
