Development of the FUNDES-child and its implications for the education of Taiwanese children

Hua Fang Liao; Ai Wen Hwang; Lin Ju Kang; Ya Tzu Liao; Mats Granlund; Rune J. Simeonsson

doi:10.4324/9781315519692

Development of the FUNDES-child and its implications for the education of Taiwanese children

Hua Fang Liao, Ai Wen Hwang, Lin Ju Kang, Ya Tzu Liao, Mats Granlund, Rune J. Simeonsson

Graduate Institute of Early Intervention

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

6 Scopus citations

Abstract

Children and youth with special needs from age two to 18 years in Taiwan receive evaluation and services from both the Ministry of Health and Welfare and the Ministry of Education based on the People with Disabilities Rights Protection Act (Ministry of Health and Welfare, 2007) and the Special Education Act (Ministry of Education, 2014). On the basis of the earlier two acts, those children could apply for Disability Identification to receive related services, which are provided by the local social welfare department, and could also apply for special education services provided by the local educational department if they are going to attend preschool or higher-level school (both public and private). Special education placements range widely, from inclusion in regular classes in school to segregated setting in special education schools.

Original language	English
Title of host publication	An Emerging Approach for Education and Care
Subtitle of host publication	Implementing a Worldwide Classification of Functioning and Disability
Publisher	Taylor and Francis
Pages	85-110
Number of pages	26
ISBN (Electronic)	9781315519685
ISBN (Print)	9781138698178
DOIs	https://doi.org/10.4324/9781315519692
State	Published - 01 01 2017

Bibliographical note

Publisher Copyright:
© 2018 selection and editorial matter, Susana Castro and Olympia Palikara; individual chapters, the contributors.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.4324/9781315519692

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Liao, H. F., Hwang, A. W., Kang, L. J., Liao, Y. T., Granlund, M., & Simeonsson, R. J. (2017). Development of the FUNDES-child and its implications for the education of Taiwanese children. In An Emerging Approach for Education and Care: Implementing a Worldwide Classification of Functioning and Disability (pp. 85-110). Taylor and Francis. https://doi.org/10.4324/9781315519692

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abstract = "Children and youth with special needs from age two to 18 years in Taiwan receive evaluation and services from both the Ministry of Health and Welfare and the Ministry of Education based on the People with Disabilities Rights Protection Act (Ministry of Health and Welfare, 2007) and the Special Education Act (Ministry of Education, 2014). On the basis of the earlier two acts, those children could apply for Disability Identification to receive related services, which are provided by the local social welfare department, and could also apply for special education services provided by the local educational department if they are going to attend preschool or higher-level school (both public and private). Special education placements range widely, from inclusion in regular classes in school to segregated setting in special education schools.",

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Development of the FUNDES-child and its implications for the education of Taiwanese children. / Liao, Hua Fang; Hwang, Ai Wen; Kang, Lin Ju et al.
An Emerging Approach for Education and Care: Implementing a Worldwide Classification of Functioning and Disability. Taylor and Francis, 2017. p. 85-110.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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T1 - Development of the FUNDES-child and its implications for the education of Taiwanese children

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AU - Hwang, Ai Wen

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AU - Granlund, Mats

AU - Simeonsson, Rune J.

PY - 2017/1/1

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N2 - Children and youth with special needs from age two to 18 years in Taiwan receive evaluation and services from both the Ministry of Health and Welfare and the Ministry of Education based on the People with Disabilities Rights Protection Act (Ministry of Health and Welfare, 2007) and the Special Education Act (Ministry of Education, 2014). On the basis of the earlier two acts, those children could apply for Disability Identification to receive related services, which are provided by the local social welfare department, and could also apply for special education services provided by the local educational department if they are going to attend preschool or higher-level school (both public and private). Special education placements range widely, from inclusion in regular classes in school to segregated setting in special education schools.

AB - Children and youth with special needs from age two to 18 years in Taiwan receive evaluation and services from both the Ministry of Health and Welfare and the Ministry of Education based on the People with Disabilities Rights Protection Act (Ministry of Health and Welfare, 2007) and the Special Education Act (Ministry of Education, 2014). On the basis of the earlier two acts, those children could apply for Disability Identification to receive related services, which are provided by the local social welfare department, and could also apply for special education services provided by the local educational department if they are going to attend preschool or higher-level school (both public and private). Special education placements range widely, from inclusion in regular classes in school to segregated setting in special education schools.

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ER -

Development of the FUNDES-child and its implications for the education of Taiwanese children

Abstract

Bibliographical note

UN SDGs

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