循著中介系統的脈絡來探討特教與幼教老師在自然情境中的合作歷程

劉凱; 曾淑賢

doi:10.6172/BSE201207.3702001

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P1 - 27

社会科学 > 教育学

DOI： 10.6172/BSE

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循着中介系统的脉络來探讨特教与幼教老师在自然情境中的合作歷程

Education Teachers and Preschool Teachers from the Mesosystem Perspective

刘凯(Kae Liu) ；曾淑贤(Shu-Hsien Tseng)

特殊教育研究学刊； 37 卷 2 期 (2012 / 07 / 01) ， P1 - 27

繁体中文 DOI： 10.6172/BSE201207.3702001

中介系统；合作歷程；自然情境；特教巡回辅导老师；学前融合教育； mesosystem ； collaboration ； natural environment ； itinerant special education teacher ； early inclusion

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摘要 │ 参考文献 (71) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

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Purpose: In Taiwan, increasingly more children with special needs attend regular preschool classrooms. In response to the trend of early inclusion, the itinerant early childhood special education (ECSE) teacher has become an important support for children with special needs and preschool teachers. We view the child with special needs as a developing individual within nested systems. The child and his ECSE teacher form one microsystem, whereas he and his preschool teacher form another microsystem. The mesosystem consists of the connection between the two microsystems. This study follows the context of the mesosystem to explore the collaborative process between ECSE teachers and preschool teachers. Methods: We trained itinerant teachers to provide services for 3 years, based on the naturalistic approach, to 11 private preschools that have no special education resources. This study adopted the qualitative approach to explore the collaborative process between ECSE teachers and preschool teachers. The data were collected through participation, observations, documents, and interviews with 3 itinerant ECSE teachers and 5 preschool teachers. Results/Findings: The results of this study indicate (1) collaboration did not occur spontaneously and it was necessary for ECSE teachers and preschool teachers to understand each other's needs and expectations. (2) It was important to gain entry based on a problem-solving approach. (3) Activating the proximal processes was crucial for solving professional conflicts and this took time. (4) Teachers' professional development was facilitated once their connection in the mesosystem moved in a positive direction. In the collaboration process between ECSE teachers and preschool teachers, a discovery about novice ECSE teachers emerged; peer coaching and mentoring support are important for their professional growth and collaboration. Conclusions/Implications: Children with special needs learn through ongoing interaction within their natural contexts rather than in isolated sessions. Early inclusion provides various and abundant opportunities for children with special needs, but preschool teachers need support from ECSE teachers to incorporate daily routines into their teaching. Collaboration is important despite the fact that there might be different professional backgrounds and perspectives between ECSE teachers and preschool teachers. Successful collaboration takes time to work out and does not occur accidentally. This study emphasizes that the key to collaboration success is not a simple formula such as two teachers sitting side by side, but arises from two teachers working together toward a common goal, that is, helping the child with special needs. Leadership was not sufficient and sometimes decentralization and equalitarianism yield better results during this process. When itinerant services became a regular and stable support for preschool teachers, some aspects changed such as the teacher role, interaction, and relationships between ECSE teachers and preschool teachers. The child with special needs benefits the most. In addition, a novice ECSE teacher who has support from peers or mentors does better than one who faces a mesosystem alone.

参考文献 ( 71 ) 〈TOP〉

李翠玲、、钟梅菁、邱奕君、邱上纯(2008)。个别化教育计画在学前融合班实施之探讨：以一个融合班为例。教育学刊，31，121-156。
连结：
张小芬(2006)。「特教巡回辅导教师」之工作现况与工作满意度调查研究。特殊教育学报，24，57-84。
连结：
张翠娥、钮文英(2007)。跨专业服务融入早期療育课程实施歷程硏究。特殊教育学报，26，111-138。
连结：
陈享連、钟梅菁(2010)。学前特教巡辅教师提供普通班支援服务现况之研究。特殊教育与復健学报，23，25-47。
连结：
傅秀媚(2002)。早期療育中跨专业团队评估模式相关问题硏究。特殊教育学报，16，1-22。
连结：

被引用文献 ( 3 ) 〈TOP〉

翁辰郡,胡中宜(2022)。学校社工师服务国中小自闭症学生角色内涵之初探。辅导与谘商学报，44(2)，33-57。
(2018)。职前幼儿园教师家庭本位正向行为支持专业成长培训之研究。台东大学教育学报，29(1)，31-65。
(2018)。中重度障碍幼儿进入幼儿园融合模式之建构。教育研究学报，52(2)，39-63。

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