國小身心障礙類特教班教師輔助性科技專業知能之調查研究—以中部地區為例

A Study on the Professional Knowledge and Skill of Assistive Technology of Special Education Teachers for the Students with Disabilities in Elementary Schools in Central Taiwan Area

朱明建(Ming-Chien Chu) ； 莊素貞(Su-Chen Chuang)

《明道學術論壇》 7卷3期 (2011/09) Pp. 183-202

https://doi.org/10.6953/MJ.201109.0183

摘要

本研究旨在探討視國小身心障礙類特教班教師對輔助性科技專業知能之具備程度，以及不同背景變項對輔助性科技專業知能具備程度之差異情形。研究者以自編之「國小身心障礙類特教班教師輔助性科技專業知能調查問卷」作為研究工具，共發出276份問卷，得到有效樣本254份，有效回收率為92.01%。問卷所得資料經由次數分配、百分比、平均數、標準差進行統計分析後，茲將重要的研究發現說明如下：一、國小身心障礙類特教班教師輔助性科技專業知能之具備程度，四個向度皆「不太具備」。二、四個向度由高至低排序為：操作使用與融入教學、追蹤與評鑑、評估與規劃、一般專業知能。

關鍵字

輔助性科技 ； 輔助性科技專業知能 ； 身心障礙類特教班教師

並列摘要

The purpose of this research is to understand the viewpoint of special education teachers for the students with disabilities in elementary schools towards the importance of one's professional knowledge and skill of assistive technology, and one's own equipped ability. The researcher designed a questionnaire entitled ”Special Education Teachers for the Students with Disabilities in Elementary Schools Professional Knowledge and Skill of Assistive Technology Study Research.” and used it as the research instrument for this study. 276 questionnaires were sampled and the valid ones were 254 copies. The effective collection rate is 92.01%. Those collected data were analyzed by means of frequency distribution, percentage, average, standard deviation. Several important research findings are summarized as follows:1.The special education teachers for the students with disabilities in elementary schools rated the importance of four professional knowledge and skill dimensions as ”important”. The four dimensions rated respectively from high to low were: Generally professional knowledge and skill, Evaluation and Planning, Use and Integrating into instruction, Follow-up and Assessment.2.The special education teachers for the students with disabilities in elementary schools rated the equipped ability of four professional knowledge and skill dimensions as ”less-equipped”. The four dimensions rated respectively from high to low were: Use and Integrating into instruction, Follow-up and Assessment, Evaluation and Planning, Generally professional knowledge and skill.

並列關鍵字

assistive technology ； assistive technology knowledge and skill ； special education teachers for the students with disabilities