高中職資源服務的現況與運作模式
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Date
2012-09-??
Authors
黃柏華
Po-Hua Huang
Journal Title
Journal ISSN
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
十二年國民教育是國家重大的教育政策與目標，透過多元入學管道進入高中職的身心障礙學生人數劇增。資源教室或資源班是國內介於普通教育和特教教育的一種教育服務型態，乃推動融合教育在普通學校運作最重要的資源系統。本文針對高中職教育階段資源教室及資源班的發展與變革，探討高中職階段資源服務的特殊性與運作的核心要素，從發展的沿革和運作模式，檢視目前高中職資源教室方案推動的類型，從應用系統觀點提出符合學校教師、學生和家長共同需求的全校性運作模式，運用到高中職資源服務的推動與精進。
Promoting the Twelve-Year Public Education Program is an important education policy and goal. Through its multiple high school entrance programs, the amount of special needs students increased immediately. The idea of inclusion education had spread through high school campuses. The resource room was a type of education service that furnished a nexus between general education and special education, and was the most important resource system available with which to improve inclusion education in general school location. This paper focused on the development and reformation of the high school resource room program, and discussed the specific core essential factors of the different operation models. The whole school operation model was implied to conform to the common needs of school teachers, students and parents enhance the progress of the resource room program.
Promoting the Twelve-Year Public Education Program is an important education policy and goal. Through its multiple high school entrance programs, the amount of special needs students increased immediately. The idea of inclusion education had spread through high school campuses. The resource room was a type of education service that furnished a nexus between general education and special education, and was the most important resource system available with which to improve inclusion education in general school location. This paper focused on the development and reformation of the high school resource room program, and discussed the specific core essential factors of the different operation models. The whole school operation model was implied to conform to the common needs of school teachers, students and parents enhance the progress of the resource room program.