現職教師與未來教師特殊教育態度之研究

A Study of Present Teachers' and Future Teachers' Attitudes toward Special Education

蘇清守(Ching-Shoou Su)

《教育心理學報》 19期 (1986/05) Pp. 67-84

https://doi.org/10.6251/BEP.19860601.5

摘要

本研究旨在探討現職中小學教師和未來中小學教師，對於特殊教育的認知態度和對於特殊學生的情感態度。從師範大學日間部選 取未來教師179人，進修部選取在職進修教師145人爲樣本。利用自編「特殊教育態度問卷」作工具，調查他們對於(1)特殊教育與普通教育的關係(2)殘障學生的生命價值(3)特殊教育的課程與師資、(4)特教教師與一般教師的職責能力與教學交流、(5)特殊學生的囘歸主流和接鈉意願、(6)特殊班的師生編制、(7)一般教師和父母對於殘障兒童的態度和期望、(8)特殊教育的理論依據安置方式和教學成效等問題的知覺和看法。研究結果顯示，接受中國文化薰陶和師範教育培養的師範生和中小學教師，對於特殊教育問題已有相當認識和理解，對於殘障學生極具人道主義的精神和絜矩之道的態度。其中已經修習特教課程教師、取得教師資格教師、女性教師、和具有接觸殘障經驗教師、對於特殊教育和特殊學生所表現的態度更爲積極。由此肯定師範教育、特教課程、性別、和接觸殘障經驗等因素典特殊教育態度的關係。

並列摘要

The purpose of this study is to investigate the cognitive and affective attitudes of present and future teachers both in elementary and secondary school toward special education and exceptional children.
Subjects were 179 students from National Taiwan Normal University and 149 elementary and secondary school teachers who were receiving in-service training in the same university. The Special Education Attitudes Questionnaire constructed by the investigator consisted of 14 cognitive items and 9 affective items.
Two main findings of the study are as follows:
1. Most of the subjects who were cultivated by the Chinese culture and who received teacher education revealed attitudes of humanism and role taking toward exceptionalities.
2. Teachers who were qualified, female, experienced with the handicapped and received special education courses possess more positive attitudes toward special education and exceptional children than those who were disqualified, male, inexperienced with the handicapped and without receiving special education courses.