國中普通班教師對於融合教育態度之研究-以桃園市為例

Abstract

本研究旨在探討國中普通班教師，在教育現場實施融合教育之態度，並以桃園市公立國中教師為抽取樣本。本研究共抽取229人，男性教師66人，女性教師163人。並且以描述統計、獨立樣本t檢定、單因子變異數分析等方式解釋不同背景變項之教師，對於融合教育之態度是否有所差異。以下為研究結果摘要：

一、國中普通班教師對於融合教育態度皆為正向，且在認知、情意與行為三向度中，由高至低分別是認知＞行為＞情意。而在認知與情之間有顯著差異。 二、國中普通班教師在不同背景變項中，對於融合教育態度也有所不同。其中在性別、年資以及特殊教育背景的不同而有顯著差異。 三、國中普通班教師對於融合教育的認識、特殊需求學生的學習表現以及特殊需求學生的行為問題之態度，皆為正向。且三者彼此之間皆有顯著差異。 四、國中普通班教師在不同背景變相中，對於融合教育的認識、特殊需求學生的學習表現以及特殊需求學生的行為問題之態度，會因為性別、年齡、年資、特殊教育背景等不同，而有顯著差異。 五、結果顯示師資培育系統以及教師增能研習對於融合教育態度之影響甚大。而學校環境提升特殊教育支持系統，可增加國中普通班教師對於融合教育之態度。The study was to investigate the attitude of general teachers in junior high schools to implement inclusive education , and took the public junior high school teachers in Taoyuan City as a sample. The total of 229 people were selected for this study, including 66 male teachers and 163 female teachers. Data from questionnaire were analyzed with descriptive statistics, independent samples t-test, and one-way ANOVA. Used these statistical analysis to explain the teachers with different background that the attitude was the significant differences. The results of this study led to a number of findings.

First, the attitude to inclusive education among gereral education teachers revealed positive. And the significant differences were found cognition and affection. The scores from high to low were cognition> action> affection.

Second, in different background variables, had different attitudes towards integrated education. Among them, there were significant differences in gender, seniority, and special education background.

Third, the gerenal teachers’ attitude towards integrated education, the learning performance of students with special needs and the behavioral problems of students with special needs were all positive. And there are significant differences between the three.

Forth, the gereral teachers’ attitudes with defferent background toward inclusive education in the learning performance of students with special needs, and the behavioral problems of students with special needs differences had significant difference. Especially in gender, age, seniority, and special education background.

Fifth, the results showed that the teacher training system and teacher empowerment study had a great impact on the attitude of inclusive education. The improvement of the special education support system in the school environment could increase the attitudes of teachers in junior high schools.