國小教師對不同類別身心障礙學生就讀普通班意見之調查研究

A Survey Study on Aspects of Elementary School Teachers toward Students with Different Disabilities in Regular Classes

徐瓊珠(Chiung-Chu Hsu) ； 詹士宜(Shih-Yi Chan)

《特殊教育與復健學報》 19期 (2008/12) Pp. 25-49

https://doi.org/10.6457/BSER.200812.0025

摘要

本研究旨在探討國小普通班教師對不同類別身心障礙學生就讀普通班的意見，以問卷調查法進行資料的蒐集。本研究調查台南縣308名之國小普通班級任教師，探討其對學習障礙、聽覺障礙、自閉症、與注意力缺陷過動症(ADHD)就讀普通班之看法。問卷調查所得資料，依不同背景變項的國小普通班教師的意見差異情形進行比較分析，研究結果歸納如下：
一、國小教師對身心障礙學生就讀普通班的整體態度傾向正向，其中對學業性問題為主的學習障礙與聽覺障礙學生所持的正向意見顯著高於以情緒行為問題主的自閉症與ADHD學生。
二、國小教師對自己的有關處理身心障礙學生的能力與自信心之得分最低，但願意改變教學行為的意願得分最高。
三、有較多特殊教育專業背景之國小教師對身心障礙學生的接納意見得分高於其他教師。

關鍵字

注意力缺陷過動ADHD ； 自閉症 ； 聽覺障礙 ； 學習障礙 ； 融合教育

並列摘要

The main purpose of this study is to explore the aspects of the elementary school teachers about the placement of students with different disabilities (i.e., learning disabilities, hearing impairment, autism, & ADHD) in regular classes. The subjects included 308 teachers from regular classes to complete a questionnaire about their opinions related to the placement of students with different disabilities in their classes. The questionnaire includes five domains to explore teachers' aspect toward placing students with disabilities at regular classes as follows: the concepts about students with disabilities, the impact of placing students with disabilities in regular classrooms, the self-confidence to teach students with disabilities, the willing to change instruction strategies toward students with disabilities, and willing to accept students with disabilities. The teachers' special education backgrounds are analyzed as well.
The results of this study are shown as follows:
1. The elementary school teachers have positive attitudes toward students with disabilities placed in regular classes. In addition, most teachers have more positive attitudes to accept students with disabilities for academic problems (i.e., learning disabilities and hearing impairment) in regular classes than those students with disabilities for behavioral/ emotional problems (i.e., autism and attention deficient and hyperactivity disorder).
2. The regular teachers rated the lowest scores on self-capability and self-confidence domain toward teaching students with disabilities. On the other hand, the teachers rated the highest score on the domain of willing to change their strategy to teach students with disabilities.
3. The regular education teachers who have special education certification have more positive aspect toward students with disabilities than others.

並列關鍵字

Attention Deficit/Hyperactivity Disorder ADHD ； autism ； hearing impaired ； learning disabilities ； inclusive education

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