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

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

10.6684/JRSEAT.202012_(12).0001

王欣宜(Hsin-Yi Wang)

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

特殊教育與輔助科技學報

12期（2020 / 12 / 01）

1 - 28

繁體中文

融合教育是臺灣特殊教育發展的重要趨勢，教師實施融合教育需要多元的支持。臺灣目前就讀大專校院的特殊學生都是與普通大學生一起接受教育，但目前並無任何關於大專校院教師對融合教育支持資源之需求性與認知充足性的相關研究，此本研究主要研究目的是希望能了解大專校院教師的意見。研究以問卷調查方式進行，在支持資源的需求與認知充足性部分，依照文獻探討與統計分析結果分為「特教知能」與「行政支持」兩大層面，共發出450份問卷，回收有效問卷295份，有效問卷回收率為65.6%。研究結果顯示：教師在融合教育支持資源的「特教知能」與「行政支持」的需求性顯示有較高的需求，但在認知充足性部分，教師的認知則顯示不太充足。教師認為需求性高但卻不充足的支持資源項目包括「瞭解不同障礙類別學生之學習困難」、「瞭解不同障礙類別學生之輔導策略」、「瞭解不同障礙類別的教育輔具之重要性」、「瞭解大專校院特殊教育支持服務系統」、「具備處理身心障礙學生突發事件之技巧」，不同特教背景、學校類型的教師在融合教育支持資源的認知充足性達顯著差異，本研究並根據研究結果提出相關研究建議。

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.

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