國中特殊教育推行委員之特教經驗、支持態度與實施成效之研究

Abstract

本研究旨在探討國中特殊教育推行委員之特教經驗、支持態度與實施成效的現況，並分析差異情形，建立因果模式。 以研究者自編之「國民中學特殊教育推行委員會實施現況調查問卷」，以基隆市、臺北市及新北市48所國中的229名特殊教育推行委員作為調查對象。本研究結果如下： 1.目前國中特殊教育推行委員之特教經驗背景程度中等，但個別差異較大。支持態度與實施成效尚高，代表對特殊教育推行委員會抱持正向支持態度；對實施成效採正向高度肯定。 2.不同身份在特教經驗、支持態度與實施成效表現有顯著差異。 3.不同專業知能在特教經驗表現有顯著差異，但在支持態度及實施成效沒有差異。 4.本研究發現特教經驗與支持態度相關，但對實施成效無顯著影響效果；而支持態度對實施成效產生直接正向影響效果。

The purposes of this study were to explore the status quo of special education experience, supporting attitude and effectiveness of the Special Education Implementation Committee (SEIC) members in junior high schools, and to analyze differences and establish a causal model. The tool of research was a self-developed questionnaire, the Junior High School SEIC Member Investigation Scale, sent to 229 members in 48 junior high schools in Keelung, Taipei and New Taipei City. The main results of the study were as follows: 1. The Special Education Implementation Committee members had a moderate extent on the special education experience, but showed larger individual differences. Members showed a high degree of the supporting attitude and the effectiveness of implementation were high, which meant the members had a positive attitude to the Special Education Implementation Committee, and highly approved of the outcome of the implementation. 2. Members' different statuses resulted in significant differences in the performance of special education experience, supporting attitude and effectiveness of implementation. 3. Different professional knowledge led to a significant difference in the performance of special education experience, but showed no difference in the supporting attitude and the effectiveness of implementation. 4. This study discovered the positive correlation between special education and the supporting attitude, but there was no significant influence on the effectiveness of implementation. However, the supporting attitude would impose positive influence on the effectiveness of implementation.