國小階段實施雙重特殊需求學生教學輔導運作模式之經驗與省思
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Date
2017-09-??
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國立臺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
本研究透過入班觀察、閱覽文件資料、訪談相關人員等方式，探討臺北市二所國小實施雙重特殊需求學生教學輔導之運作模式。入校蒐集質性資料再經比較研究方法加以分析和綜合歸納出兩種模式運作的背景及影響因素。結果顯示兩種教學輔導運作模式，皆與學校生態文化與特教資源有關，都能因應學校狀況、學生需求和執行過程遇到的困難，再加以調整。教學輔導模式能順利運作需要高度的行政支持、專業的師資團隊和家長的支持配合，文末也提供建議參考。
This study explored the implementation of teaching and counseling for students with twice exceptionality. The research was carried out by conducting classroom observations, reviewing documents, and interviewing school administrators, teachers, students and parents in two elementary schools in Taipei City. Qualitative data was compared and then further analyzed in greater depth. The results showed that the school's ecological system and special education resources were key considerations, as were the conditions of the school, the needs of students, and the difficulties encountered in the implementation process. Effective implementation of the teaching and counseling models require a high degree of administrative support, a professional teacher team, and the support of parents. Suggestions are provided for reference.
This study explored the implementation of teaching and counseling for students with twice exceptionality. The research was carried out by conducting classroom observations, reviewing documents, and interviewing school administrators, teachers, students and parents in two elementary schools in Taipei City. Qualitative data was compared and then further analyzed in greater depth. The results showed that the school's ecological system and special education resources were key considerations, as were the conditions of the school, the needs of students, and the difficulties encountered in the implementation process. Effective implementation of the teaching and counseling models require a high degree of administrative support, a professional teacher team, and the support of parents. Suggestions are provided for reference.