由特殊教育長期追蹤資料庫分析國小階段身障生在普通班接受教學調整與考試調整情形

王淑惠

《雲嘉特教期刊》 13期 (2011/05) Pp. 23-30

https://doi.org/10.6473/YCTCCK.201105.0023

摘要

本文旨在分析特殊教育長期追蹤資料庫所提供96學年度普通班教師與行政人員問卷中教學調整與考試調整的部分。從資料分析發現普通班教師最常使用「普通班教材」進行教學，教師們在教學調整方面最常使用「調整教室環境（如安排座位等）」、「調整教學策略」與「調整作業內容、份量或完成時間」。教師認為身障生不適合在普通班的原因主要為「身障生的能力不足」、「本身的專業不夠」、「身障生的情緒行為問題干擾教學」。由普通班教師與行政人員的問卷結果可知學校在進行考試調整時皆以「延長考試時間」與「視學生能力調整評量標準」最常施行。

關鍵字

教學調整 ； 考試調整

並列摘要

The purpose of this article is to analysis Special Needs Education Longitudinal Study data for general education teachers and staff opinions about teaching modification and test modification.Regular education teachers most often used regular curriculum materials for teaching. In teaching modification, teachers most often used adjustment classroom environment, teaching strategies, homework content, component or time.The teacher thought students with special needs did not suit in the regular class is mainly for the body bonds and disturbance behavior problems.Among those test modifications for students with disabilities the highest percentage of implementation is to increase testing time. According to the research finding, some suggestions for further implementation were made.

並列關鍵字

teaching modification ； test modification