台北縣市國小普通班教師參與融合教育之現況與需求調查
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2007
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本研究旨在探討台北縣市國小普通班教師參與融合教育之現況與需求，本研究以分層隨機取樣，針對台北縣市303位國小普通班教師（有效樣本241）進行問卷調查，以瞭解並探討台北縣市國小普通班教師參與融合教育之現況與需求。研究結果發現：台北縣市國小普通班教師參與融合教育之現況為中等偏高程度。在五個層面中，平均得分由高到低順序為「課程教學」、「行政支援」、「專業知能」、「專業合作」及「班級經營」；其參與融合教育之需求則為中等程度，三個層面中，平均得分由高到低的順序為「行政支援」、「專業協助」、「教學支援」。
國小普通班教師參與融合教育程度的高低，會因不同的年齡、教學年資有顯著差異；其參與融合教育所生之需求，會因不同的年齡、教學年資等有顯著差異。並依據本研究之研究結果與發現，提出建議，以提供教育行政機關、學校行政單位、特殊教育教師、普通班教師，以及未來研究之參考。
The purpose of this study was to explore the present status and demands of the regular teachers participating in inclusive education in the public elementary schools in Taipei area. The survey was based on the research tool “Questionnaire on the Participation of Regular Teachers in Inclusive Education in Taipei Area.” In total, 303 questionnaires were sent out, and 241 valid questionnaires were returned. The results were as follows: First, the overall current status of regular teachers participating in inclusive education was positive. The domains listed from high to low average were “Curriculum and Teaching”, “Support of The Administrative Personnel”, “Professional Knowledge and Skills”, “Collaboration between professionals”, and “Classroom Management”. Second, the demands of regular teachers participating in inclusive education was moderate. The domains listed from high to low average were “Administrative Support”, “Professional Help”, and “Teaching Support”. Last, the present status and demands of the regular teachers participating in inclusive education in the public elementary schools were significant different in “age” and “years of teaching”. Further discussion was made on the basis of the previous findings, and suggestions on the administrational agency, regular teachers, special teachers and future research were offered.
The purpose of this study was to explore the present status and demands of the regular teachers participating in inclusive education in the public elementary schools in Taipei area. The survey was based on the research tool “Questionnaire on the Participation of Regular Teachers in Inclusive Education in Taipei Area.” In total, 303 questionnaires were sent out, and 241 valid questionnaires were returned. The results were as follows: First, the overall current status of regular teachers participating in inclusive education was positive. The domains listed from high to low average were “Curriculum and Teaching”, “Support of The Administrative Personnel”, “Professional Knowledge and Skills”, “Collaboration between professionals”, and “Classroom Management”. Second, the demands of regular teachers participating in inclusive education was moderate. The domains listed from high to low average were “Administrative Support”, “Professional Help”, and “Teaching Support”. Last, the present status and demands of the regular teachers participating in inclusive education in the public elementary schools were significant different in “age” and “years of teaching”. Further discussion was made on the basis of the previous findings, and suggestions on the administrational agency, regular teachers, special teachers and future research were offered.
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國小普通班教師, 融合教育