A Multi-Case Study of Inclusive Schooling in Taipei: Its Current Status, Barriers and Supports, and the Expected Role of Educational Leaders

台北市融合教育之研究：探討現況、障礙與支持、以及教育領導者之角色

10.29882/JTNUE.200708.0005

黃國晏(Kuo-Yen Huang)

融合教育 ； 統合性的全面服務模式 ； 特殊教育領導 ； 資源教室 ； 教師專業發展 ； inclusive schooling ； Integrated Comprehensive Service (ICS) model ； leadership in special education ； resource rooms ； teachers' professional development

師大學報：教育類

52卷2期（2007 / 08 / 01）

95 - 113

英文

本研究檢視當今台北市實施融合教育的障礙、支持，以及教育領導者應如何將身心障礙學生融入一般教育環境。本研究採質性研究法，訪談台北三所視障重點學校的校長、普教和特教教師。本研究發現，目前融合教育的困境：（1）不健全的特教專業團隊；（2）教育人員缺乏融合教育理念；（3）缺乏時間做專業發展。爲了有效實施融合教育，教育領導者應促進融合教育的實施、加強教師專業能力，並健全特教專業團隊。本研究建議實施融合教育應注意：（1）教育人員需先轉換融合教育改革的意識型態；（2）鼓勵教師專業發展及強化教師的合作關係，以增強教師的教學能力；（3）應提供教師訓練機會、重新分配教育資源，並降低班級學生數，使融合教育的實施更為有效。

This study attempted to examine the current status of educational leaders, the barriers they face and their supports, and what they can do to fully include students with special needs. The researcher interviewed principals, special education and general education teachers at three elementary schools. According to the results, the participants encountered three major barriers: (1) incomplete teams of special education professionals; (2) a lack of concepts about inclusive schooling; and (3) limited time for planning and training. Participants thought that educational leaders and the committee for promoting special education can support the implementation of inclusive schooling. In order to fully implement an inclusive schooling program, they suggested that educational leaders should promote such a program, enhance teachers' capacity, and organize a team of special educational professionals. This study thus clearly shows the need for an inclusive schooling implementation plan for educational leaders, a plan with three goals: (1) before educational leaders convey the idea of inclusive schooling to teachers and to the public, they should modify their reform ideology; (2) by encouraging professional development and reinforcing collaborative relationships, educational leaders need to strengthen teacher capacity to prepare the staff for inclusive schooling; (3) educational leaders should propose strategies for reallocating school staff resources, reducing large class size and mandating inclusive schooling, as well as provide more opportunities for planning and training. This is probably the first study to discuss the issue of inclusive schooling in Taipei based on the ICS model. In terms of the roles of educational leaders, the researcher hopes this study can lead to further study of, and also better implementation of, inclusive schooling in Taiwan.

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