高屏地區國民中小學特殊教育推行委員會實施現況及改進策略之研究

dc.contributor王振德zh_TW
dc.contributor.author林大為zh_TW
dc.date.accessioned2019-08-28T11:51:37Z
dc.date.available2006-9-6
dc.date.available2019-08-28T11:51:37Z
dc.date.issued2006
dc.description.abstract高屏地區國民中小學特殊教育推行委員會實施現況及其運作之研究 摘 要 本研究旨在探討高屏地區國民中小學特殊教育推行委員會的實施現況、特推會委員對特推會的態度、以及探討影響高屏地區特推會成效不彰之因素並提出解決策略。 本研究以自編「高屏地區國民中小學特殊教育推行委員會實施現況調查問卷」為研究工具,研究對象為高屏地區公立國民中小學特推會委員。回收有效問卷中,行政人員有183人、特教組長有75人、普通班教師有208人、特教班教師有217人、家長代表有191人、其他有80人,總共回收965份。所得資料以描述統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關等統計方法處理。 本研究獲致以下結論: 一、高屏地區國民中小學特推會實施現況 高屏地區國民中小學大多有設置特推會,且訂有特推會的組織辦法。多數學校會依需要而不定期召開會議,一學期開會次數為一次至兩次。校長總是會親自主持會議,半數的學校也會審核特教年度計畫。委員的出席率都高於50﹪以上,而各校特推會委員的產生方式也不一樣。 多數學校會檢討特推會的決議或列入追蹤,但將決議提交校務會議確認的學校卻不多。而三縣市最常因為「特殊兒童轉介與安置」而開會。 二、特推會委員對特推會的態度 多數特推會委員在開會前認為,參與特推會的委員應該對特殊教育要有基本的認識。在開會時則希望校長能親自主持特推會,讓委員們有被尊重的感覺。在開會後委員們覺得特推會除了有益於校內特殊教育的推動之外,也能協助特教組長推動校內特教的業務。 除性別之外,年齡、縣市、學校階段、學校規模、評鑑次數、委員身分及特教專業知能等因素皆會影響特推會委員對委員會的態度。 三、探討影響高屏地區特推會成效不彰之因素及解決策略 「委員們缺乏專業能力」及「委員們不清楚特推會的功能」是影響高屏地區特推會成效不彰最重要的原因。解決策略有:在校內辦理特推會功能研習、請教育局輔導團巡迴各校訪視與指導、加強特推會固定成員的認知、行政人員協調有特教專業知能者、願意為特教發聲的人參與特推會。 最後希望以此研究結果來對教育行政當局、學校校長、一般行政人員、普通班教師、特殊班教師及家長等提出建議。 關鍵詞:特教推行委員會、特推會委員態度zh_TW
dc.description.abstractAbstract The purpose of this study examined “the special education promotion committee” (SEPC) implemented for elementary and junior high schools in kaohsiung and ping-tung areas. The attitude of SEPC members. The factors influenced the SEPC affections and provide answers. The tool of research was a self-edited questionnaire entitled “the SEPC implemented for elementary and junior high schools in kaohsiung and ping-tung areas”. Research employs were the SEPC members of elementary and junior high schools in kaohsiung and ping-tung areas. There were 183 administrators,75 the special education section leaders,208 the representatives of general teachers,217 the representatives of special education teachers,191 the representatives of parents and 80 others.965 valid responses were back. To the data analysis, we adopt descriptive statistics, independent sample t-test, one-way ANOVA and Pearson’s correlation analysis. The research came to the following conclusions: 一、The SEPC implemented for elementary and junior high schools in kaohsiung and ping-tung areas. The elementary and junior high schools almost had the SEPC in kaohsiung and ping-tung areas. They almost had ossociation's regulations of the SEPC. Many schools had the SEPC meetings when they felt necessary. They had one or two meetings during a semester. Principals were always chaired the SEPC meeting. Half of them checked the plan of special education. The SEPC members made above of 50﹪attendances. The SEPC members were elected in some different ways. Many schools checked or followed the SEPC decisions. However, there were not many schools which the SEPC decisions were identified in the school administration conference . In order to have proper placement and referral to these disability students ,the SEPC usually convened in kaohsiung and ping-tung areas. 二、The attitude of SEPC members. Before the SEPC meetings, many SEPC members accepted that these SEPC members should have basic knowledge in special education. During the SEPC meetings, principals could chaired these SEPC meetings.If principals could do this, the SEPC members would be respected. After the SEPC meetings, these SEPC members considered the SEPC was useful in the special education and could aid the special education section leaders advanced those special education affairs in the school. Except gender, age, residence area, stages, sizes, numbers of evaluations, committee ststus and the professional knowledgw of special education affected the attitude of SEPC members. 三、The factors influenced the affections of SEPC and provided potential solutions. “The SEPC members lacked the knowledge of special education.” and “The SEPC members did not know the function of the SEPC.” were the important factors to influence the affections of SEPC. Potential solutions were held the SEPC research and study in th school. These counselors of the education bureau could conduct and go-around many schools. To bonderize the special education knowledge of these SEPC set members. Administrators wanted to imparl those who had the professional knowledgw of special education and wanted to talk for special education to join the SEPC. At last, I hoped to base on the research to make a list of recommendations for education authorities, headmasters, general and special education administrators ,general and special education instructors and parents in the end.en_US
dc.description.sponsorship特殊教育學系zh_TW
dc.identifierGN0591091202
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0591091202%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91579
dc.language中文
dc.subject特教推行委員會zh_TW
dc.subject特推會委員態度zh_TW
dc.subjectthe special education promotion committeeen_US
dc.title高屏地區國民中小學特殊教育推行委員會實施現況及改進策略之研究zh_TW

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