臺北市高中職普通班教師對融合教育之態度調查研究
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2009
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本研究旨在瞭解臺北市高中職普通班教師對融合教育之態度，並探討不同背景變項的臺北市高中職普通班教師對融合教育態度之差異情形。本研究採用問卷調查法，以任教身心障礙學生之普通班教師為研究對象，研究者自編之「臺北市高中職普通班教師對融合教育之態度調查問卷」為研究工具，共得有效問卷163份。問卷調查所得資料以平均數、標準差、t考驗和單因子變異數分析等統計方法進行處理。本研究結果如下：
一、臺北市高中職普通班教師對融合教育呈現正向積極態度，在三個向度中，平均得分由高至低的順序為「情意」、「行為傾向」、「認知」向度。
二、不同學校類型、學校有無設置身心障礙班級、任教科目、性別之教師對融合教育態度無顯著差異。
三、就年齡而言，30歲以下教師對融合教育整體態度較41歲以上教師積極。30歲以下教師對融合教育態度在「認知」向度較31-40歲以及41歲以上積極。
四、就特殊教育背景而言，已修習特殊教育3學分或特教知能研習54小時以上教師對融合教育態度在「行為傾向」向度較從未參加過任何特教相關研習或活動教師積極。
五、就任教學生障礙類別而言，教導肢體障礙、身體病弱、多重障礙以及其他顯著障礙教師對融合教育態度在「情意」向度較教導情緒障礙教師積極。
最後根據本研究結果提出建議，以提供主管教育行政機關、學校行政單位、普通班教師，以及未來研究之參考。
This study aimed to understand regular teachers’ attitudes towards inclusive education in senior high schools and vocational high schools in Taipei and to compare the discrepancies from regular teachers with different backgrounds varieties. Questionnaire survey was adopted, and a total of 163 regular class teachers with students with disabilities were selected as research subjects. The questionnaire was designed by the researcher and titled as “Regular Teachers’ attitudes towards inclusive education in the senior high schools and vocational high schools in Taipei”. The questionnaire data was analyzed by means, standard deviations, t-test, and one-way ANOVA. The major findings of this study were summarized as follows: 1. Regular teachers’ attitudes towards inclusive education in the senior high schools and vocational high schools in Taipei were positive. “Affection” was the dimension with the highest scores, followed by “Action tendency” and “Cognition”. 2. Regular teachers from different type of school, the schools with classes for students with disabilities or not, teaching subjects, gender do not have significant differences in their attitudes towards inclusive education. 3. For age variable, teachers below 30 years old have more positive attitudes towards inclusive education than those more than 41 years old. And teachers below 30 years old have more positive attitudes towards inclusive education in “Cognition” than those 31-41 years old and more than 41 years old. 4. For special education background, teachers who had studied three special education credits or attended the special education study program more than 54 hours have more positive attitudes towards inclusive education in “Action tendency” than those who never attend any special education study program or activity. 5. For categories of students with disabilities, teachers teaching physcial disabilities, health impairment students, multiple disabilities and other significant disabilities have more positive attitudes towards inclusive education in “Affection” than those teaching students with emotional disorders. Based on the above findings, the researcher addressed some specific suggestions for the education administration, school administration, regular teachers, and the future study.
This study aimed to understand regular teachers’ attitudes towards inclusive education in senior high schools and vocational high schools in Taipei and to compare the discrepancies from regular teachers with different backgrounds varieties. Questionnaire survey was adopted, and a total of 163 regular class teachers with students with disabilities were selected as research subjects. The questionnaire was designed by the researcher and titled as “Regular Teachers’ attitudes towards inclusive education in the senior high schools and vocational high schools in Taipei”. The questionnaire data was analyzed by means, standard deviations, t-test, and one-way ANOVA. The major findings of this study were summarized as follows: 1. Regular teachers’ attitudes towards inclusive education in the senior high schools and vocational high schools in Taipei were positive. “Affection” was the dimension with the highest scores, followed by “Action tendency” and “Cognition”. 2. Regular teachers from different type of school, the schools with classes for students with disabilities or not, teaching subjects, gender do not have significant differences in their attitudes towards inclusive education. 3. For age variable, teachers below 30 years old have more positive attitudes towards inclusive education than those more than 41 years old. And teachers below 30 years old have more positive attitudes towards inclusive education in “Cognition” than those 31-41 years old and more than 41 years old. 4. For special education background, teachers who had studied three special education credits or attended the special education study program more than 54 hours have more positive attitudes towards inclusive education in “Action tendency” than those who never attend any special education study program or activity. 5. For categories of students with disabilities, teachers teaching physcial disabilities, health impairment students, multiple disabilities and other significant disabilities have more positive attitudes towards inclusive education in “Affection” than those teaching students with emotional disorders. Based on the above findings, the researcher addressed some specific suggestions for the education administration, school administration, regular teachers, and the future study.
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融合教育, 普通班教師, 態度, 高中職, inclusive education, regular teacher, attitude, senior high school and vocational high school