國小特殊教育教師對專業團隊運作之滿意度分析

Analysis on the Satisfaction of Elementary School Special Education Teachers toward the Professional Team Operation

10.30072/JDR.200603.0002

賴明莉(Ming-Li Lai)；顏倩霞(Chien-Hsia Yen)

國小特殊教師 ； 專業團隊 ； 滿意度 ； Collaborative team ； elementary special education teachers ； the degree of satisfaction

身心障礙研究季刊

4卷1期（2006 / 03 / 01）

18 - 31

繁體中文

專業團隊是指為因應身心障礙學生之課業學習、生活與就業轉銜等需求，結合衛生醫療、教育、社會福利與就業服務等不同專業人員所組成之工作團隊，以提供統整性之特殊教育及相關服務。本研究主要目的在探討國小特殊教育教師對專業團隊運作的滿意度。本研究藉由問卷調查進行資料的蒐集，以立意取樣針對彰化縣45所已接受專業團隊服務之國小45名特殊教育教師進行調查。研究結果發現，特殊教育教師對於專業團隊的運作，在各向度的滿意度皆偏向正面的感受；各選項上，以「相關專業人員的工作態度」方面及「和教師的溝通」方面，最受肯定；不同責任區其滿意度互異，因此建議應更深入的探究，以期發揮更好的成效。本研究可以提供未來各縣市進行團隊合作時努力與改進的參考，以提升對身心障礙學生的教學服務品質。

Collaborative team is a group of professionals from fields of medical care, education, social welfare and employment to provide comprehensive aid on special education and related services to academic learning, living and employment of students with disabilities. This study analyzed the satisfaction of elementary school special education teachers toward the collaborative team operation. The data was collected by a questionnaire survey, study subjects were selected based on a purposeful sampling method. There were 45 special education teachers in Changhua County were included in the study, those teachere come from 45 elementary schools where receiving services from the collaborative team prior to the end of December 2005. The results showed that special education teachers showed positive perceptions toward the professional collaborative team in all aspects, of which ”work attitude of professionals” and ”communication with teachers” were ranked the highest satisfactory issues, and the satisfactory aspects varied by different geographical areas. Therefore, further studies should be conducted for more effectiveness analysis. The results of this study can be provided as reference to future cooperation between schools and the collaborative team in different counties and cities in order to provide better services to students with disabilities.

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