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This study was intended to evaluate the effects of homebound
educationalservice from the perspectives of homebound students''
parents homebound teachers.The self-developed Effect of
Homebound Educational Service Opinion Survey was used in the
study. Data were collected by surveying the 189homebound
teachers and 172 homebound students'' parents from 21 counties/
cities in Taiwan. The collected data were analyzed by using
frequency, percentage, Pearson product-moment correlation,
independentt-test, and one-way ANOVA. The main conclusions drawn
from the study areas follows:1.There are significant
correspondence differences among tehachers with different
official duties in the entirety, input, and process evaluation
results homebound educaitonal sevice.2.Teachers'' correspondence
and satisfaction of product evaluations are lower than the
results of input, process, and administrative-support
evaluations. It indicates that teachers are not satisfied with
the effects of product of homebound educational service.3.
There are significant satisfaction differences among parents of
students with different age ranges in entirety, input, process
and administrative-support evaluations of homebound
educational service.4.Parents''correspondence and satisfaction of
administrative-support evaluations are lower than the results
of the input, process, and product evaluations. It indicates
that parents are not satisfied with the effects of
administrative-support of homebound educational service.
Results are also discussed regarding the continued need to
evaluateother domains for extending research advances pertaining
to quality of homebound program into routine practice in
administrations providing supports and resloving problems for
teachers, parents, and students with severe/profound
disabilities.
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