國中普通班教師對自閉症學生的認識與其融合教育的態度

Abstract

本研究旨在探討國中普通班教師對自閉症學生的認識和對自閉症學生融合教育的態度，並研究不同教師背景變項，包括性別、服務年資、擔任行政職位經驗、特殊教育背景、主要任教領域、與自閉症學生接觸經驗、服務地區、學校規模、學校設置特殊教育班型等九個變項，對自閉症的認識和對融合教育態度有無差異情形，進而分析兩者的相關性和預測力。 研究方法採問卷調查法，研究對象為臺北市、新北市和桃園市公立國民中學普通班教師共511位，以描述性統計、獨立樣本t檢定、單因子變異數分析、積差相關和逐步迴歸進行統計分析。研究結果如下： 一、教師瞭解自閉症學生特質，在四個向度中，平均得分由高至低的順序為行為領域、溝通領域、成因、社會領域向度。教師對自閉症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認知、行為、情感向度。 二、性別、行政經驗、特教專業背景、主要任教領域和與自閉症接觸經驗等背景變項不同的教師，對自閉症的認識程度具有顯著差異。此外，服務年資、行政經驗、特教專業背景、主要任教領域和與自閉症接觸經驗、特教班設置情形等背景變項不同的教師，對自閉症融合教育的態度具有顯著差異。 三、教師對自閉症學生的認識情形和對融合教育的態度，兩者之間呈現顯著低度正相關。 四、國中普通班教師對自閉症學生的認識情形對於融合教育的態度具有預測力。 最後，依據結論對教育行政機關、學校、教師、家長及未來研究方向提出建議。

This study investigated the cognition and attitudes of regular classroom teachers on inclusive education for autistic students in junior high school. In addition, the study compared the differences of the cognition on autistic students and the acceptance attitudes among the regular classroom teachers with regard to sex, teaching experiences, administrative experiences, professional background, subjects they teach, contact experiences with autistic students, school district, school size and types of special education classes at the school where they teach. Also, it aimed to explore the relationship between cognition and acceptance attitudes. Through questionnaire survey method, this study targeted on regular classroom teachers in public junior high schools in Taipei City, New Taipei City and Taoyuan City. The data was analyzed with descriptive statistics, independent-sample t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise regression. The results of the study are as follows: 1.The regular classroom teachers were familiar with the characteristics of the autistic students. “Behavior” was the dimension with the highest scores, followed by “Communication”, “Causes” and “Social interaction”. Moreover, the regular classroom teachers were active in inclusive education for autistic students in junior high school. “Cognition” was the dimension with the highest scores, followed by “Action tendency” and “Affection”. 2.Teachers’ cognition on autistic students was significantly different in terms of sex, administrative experiences, professional background, subjects they teach, as well as contact experiences with autistic students. Furthermore, teachers’ attitudes on inclusive education were significantly different in terms of teaching experiences in general education, administrative experiences, professional background, subjects they teach, contact experiences with autistic students, as well as types of special education classes at the school where they teach. 3.Teachers’ cognition on autistic students positively and significantly (yet lowly) correlated with acceptance attitudes. 4.Teachers’ cognition on autistic students can positively predict acceptance attitudes.

According to the results of the study, some constructive suggestions were provided as references for education administrations, schools, teachers, parents and the future study.