國民中小學教師對聽覺障礙學生特殊需求因應策略之研究

Abstract

本研究旨在探討中部地區國民中小學教師，對聽覺障礙學生特殊需求因應策略所覺知的供需情形，以台中縣、台中市、彰化縣、南投縣與雲林縣之普通班教師為研究對象，研究工具為自編之「國民中小學教師對聽覺障礙學生特殊需求因應策略調查問卷」。有效樣本429份，回收率74﹪。所得資料則以描述統計、t檢定與單因子變異數分析進行分析比較。歸納本研究的結果如下： 一、個人背景變項之是否擔任特教班教師，以及學校背景變項之任教階段的教師，在因應策略需求程度覺知上達顯著差異。 二、個人背景變項之性別、職務、是否輔導過聽障生之外的身心障礙學生、是否擔任特教班教師、特教專業背景，以及學校背景變項之任教階段的教師，在因應策略運用程度達顯著差異。 三、教師所覺知聽障生在行政支援策略、社會／心理環境、認知學習環境、教材教法調整與家庭支援策略五大層面，近九成的因應策略運用程度遠不及需求程度，達顯著差異。 最後根據研究結果提出具體建議，以作為教育行政機關、學校、普通班教師與未來研究之參考。

This study discussed the awareness of current situation of coping strategies by school teachers toward the special needs of hearing impaired students in central Taiwan. Using general classroom-teachers in Taichung County, Taichung City, Changhua County, Nantou County and Yunlin County as targets. A self-edited questionnaire is distributed with return of 429 valid (74%). The statistics used in the analysis included descriptive statistics, t-Test and ANOVA. The results were as follow: 1.The personal background variable of whether been a special education teacher and school background variable of the level of teaching shown a significant difference in the awareness of required coping strategy. 2.The personal background variables of gender, position, whether has experience with other disabled students, been a special education teacher, with professional special education background and school background variable of the level of teaching shown a significant difference in the extent of application of coping strategy. 3.The awareness by teachers in the five strategy categories (administrative support strategy, social/psychological environment, cognitive learning environment, adaptation of teaching and materials and family support strategy) for the hearing impaired students shown the extent of application of coping strategies is short of requirement. The recommendations are proposed from the results of this study, and to be used as references for education administration, schools, teachers and future studies.