利用自然支援進行融合式班級合作諸詢模式之行動研究

An Action Research Project on the Use of Supporting Networks for Collaboration Consultation in Inclusive Classrooms

蘇文利(Wen-Li Su) ； 盧台華(Tai-Hwa Emily Lu)

《特殊教育研究學刊》 30期 (2006/03) Pp. 53-73

https://doi.org/10.6172/BSE200603.3001003

摘要

本研究旨在透過資源班教師與三位融合式班級教師利用自然支援進行合作諮詢模式，以解決六位特殊學生在融合式班級國語科的學習問題，主要發現如下：(1)資源班教師抱持主動及低調的態度以及同理心，並將合作諮詢的範圍擴及融合式班級，以及改進溝通與社交之技巧，有利於獲取融合式班教師之認同及建立合作關係，進而提高彼此互動的質量；(2)善用預習、模擬融合式班級情境、同儕示範及師生角色互換等資源班教學調整方式，可增進特殊學生在融合式班級之學習參與；(3)資源班教師應發揮合作諮詢小組問教學技能之轉介功能；(4)進行融合教育的普通班教師對於資源班的了解度增加，進而肯定雙方密切合作的效果；(5)研究過程中提昇了普通班級教師面對改變的接納能力，而能更加了解與接納特殊學生以及主動因應學生的學習特性調整教法；(6)研究者本身對鑑定流程、資源班教師工作、融合的關鍵及學術與實務工作者的互動等方面有更深入的覺知。

關鍵字

自然支援 ； 合作諮詢 ； 融合式班級 ； 資源班

並列摘要

In this project we used supportive networks and a collaborative consultation model to solve the Chinese language learning problems of six special students who studied in an inclusive classroom. The main findings were:(1) to gain the recognition of regular teachers, it was necessary to expand the scope of collaborative consultation for students with special needs in inclusive classrooms; (2) resource room teachers should be active and empathetic in order to improve their collaborative relationships with regular teachers; (3) the progress of students with special needs enhanced the regular teachers' willingness to collaborate and their appreciation of resource room teachers' work; (4) previewing subject contents, simulating the situation in regular classes, using peer demonstration, and exchanging roles with special students provided by the resource room teacher could improve special students' learning ability and increase their confidence in handling frustration as well; (5) the establishment of resource room teachers' professional image facilitated the expansion of supporting networks; (6) regular teachers learned more about resource rooms and approved of the positive effect of close collaboration between resource rooms and regular classrooms; regular teachers faced the challenges bravely and were more active in adjusting their teaching methodologies to fit the special needs of these students; (7) as a resource room teacher, the researcher became more familiar with and gained greater insight into the process of identification the eligibility of disabilities, the duties of resource room teachers, and the key concept of inclusion.

並列關鍵字

supporting networks ； collaboration consultation ； inclusive classrooms ； resource room teacher

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