國中特殊教育教師輔助性科技素養之研究

Abstract

本研究旨在探討國中特殊教育教師需要具備之輔助性科技素養，以任教於台灣地區公立國中特殊教育教師為研究對象，依北區、中區、南區、台北市、高雄市等五區進行分層隨機抽樣，以郵寄問卷調查方式發出410份問卷，有效問卷255份，回收率達61.8%。 回收問卷資料經分析處理，獲得研究結果如下： 一、現職國中特殊教育教師對44項輔助性科技素養需具備程度之評定，達到「需要具備」程度者，共有40項需具備輔助性科技素養項目。經平均數排序後，需要具備程度最高者為「瞭解輔助性科技對特殊學生的助益」。

二、特殊教育教師對輔助性科技素養需具備程度看法，因不同背景因素（年齡、服務學校地區、教學年資、畢業科系、特教背景、輔助性科技教育訓練背景、班級學生是否使用輔助性科技產品、教師使用輔助性科技經驗）有顯著差異。其中以年齡較高、中部地區學校教師對輔助性科技素養需具備程度的評定較低；畢業科技與特教背景為特教系/所及輔系畢業學生、任教班級有使用輔助性科技學生、有使用輔助性科技經驗之教師對輔助性科技素養需具備定較高。而教師使用輔助性科技經驗是影響特殊教育教師看法的主要因素。 最後依據研究結果提出建議，做為教育主管機關做為特殊教育教師規劃職前師資培育與在職教師進修課程規劃之參考。The purpose of this study was to discuss the assistive technology literacy of special education teachers in junior high schools.The in-service special education teachers who teach students with a wide variety of disabilities in Taiwan were the target population. According to the geographiclocation, stratified random sampling was used to select the sample (n=410). A self-developed questionnaire was mailed to the samples.A total of 255 valid respondent for a return rate of 61.8%.The data was analyzed using the Statistical Package for Social Sciences(SPSS). Descriptive Statistics, t-tests, ANOVA and Scheffe' method for post hoc comparison were utilized to describe and analyze the data. The findings for the study were summarized as follows.

1) The in-serive special education teachers rated the 40 literacy items as ”important”. And the teachers considered “ understanding the impact of assistive technology on exceptional learners ” was the most essential literacy item . 2) The views of assistive technology literacy were significant affected by those factors : age, location, years of teaching, educational background, special education training, assistive technology training, student’s use of assitive technology, and teacher’s using experience.