大專校院教師對實施融合教育支持資源的需求性及認知充足性之研究

王欣宜

doi:10.6684/JRSEAT.202012_(12).0001

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社会科学 > 教育学

DOI： 10.6684/JRSEAT

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大专校院教师对实施融合教育支持资源的需求性及认知充足性之研究

Research on Taiwan University and College Teachers' Needs for Support to Implement Inclusive Education

王欣宜(Hsin-Yi Wang)

特殊教育与辅助科技学报； 12 期 (2020 / 12 / 01) ， P1 - 28

繁体中文 DOI： 10.6684/JRSEAT.202012_(12).0001

融合教育；特殊教育；高等教育； inclusive education ； special education ； higher education

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摘要 │ 参考文献 (33) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

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Inclusive education is an important development trend of Taiwan's special education, which requires diversified support from teachers for its implementation. However, special needs students enrolled in universities and colleges are being educated alongside normal students, and there has been no research involving the support requirements of university and college teachers for inclusive education. Therefore, this research aims to discuss the needs of Taiwan's university and college teachers for supporting resources to implement inclusive education, as well as analyze their satisfaction with supporting resources. Data is collected using the questionnaire survey method. According to the literature discussion and statistical analyses, teachers' needs for support are divided into two parts, namely special education knowledge and skills, and administrative support. A total of 450 questionnaires were distributed; 295 of which were collected, an effective collection rate of 65.6%. The findings indicate that university and college teachers had a high need for both special education knowledge and skills, and administrative support for inclusive education. The supporting resources in high need that have been yet satisfactorily adequate based on teachers' perspectives mainly included: ＂Know the difficulties in study of students with different disabilities＂, ＂Know the counseling teaching strategies for students with different disabilities＂, ＂Know the importance of teaching assistive technology tools for students with different disabilities＂, ＂Know support service system for special education in universities and colleges＂, and ＂Master skills to deal with emergencies of students with disabilities＂. There was a significant difference in the satisfaction with adequacy of supporting resources for inclusive education between teachers with different special education backgrounds and from different type of schools. Corresponding suggestions are proposed based on these findings.

参考文献 ( 33 ) 〈TOP〉

Anthony, K.,Shoho, A. R.,Barker, K. S.(2000).High school teacher attitudes toward inclusion.The High School Journal,84,7-20.
Boyer, W. A. R.,Bandy, H. E.(1993).,未出版
Conway, R. N. F.,Gow, L.(1988).Mainstreaming special students with mild handicaps through group instruction.Remedial and Special Education,9(5),34-40.
Desimone, J. R.,Parmar, R. S.(2006).Middle school mathematics teachers’ belief about inclusion of students with learning disabilities.Learning Disabilities Research and Practice,21(2),98-110.
Ellis, L.L.(1994).University of North Texas.

被引用文献 ( 2 ) 〈TOP〉

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