一位普通班教師進行自閉症學生融合教育之個案研究

本研究旨在探討一位普通班教師進行自閉症學生融合班級實施過程中的經驗及想法。研究者以個案為研究對象，透過深入訪談探究其班級經營、困難解決因應策略、親師互動等融合教育歷程。研究發現協助自閉症學生融合的有效因子有：教師自我效能、運用策略改善自閉症學生行為、善用同儕輔導能力、有效的親師合作管道等，希冀對教師進行自閉症學生之融合教育提供具體可參考之建議。

關鍵字

自閉症；融合教育

並列摘要

The purpose of this study was to explore a regular class teacher's experiences and perspectives toward an inclusive class of children with autism spectrum disorder. The researcher used case study to explore the inclusive education process of the teacher's class management, problem-solving strategies, and parent-teacher communication through in-depth interviews. The study found that the effective factors for successfully including children with ASD in mainstream classrooms including: teacher self-efficacy, using strategies to improve behavior problems of children with ASD, making good use of peer counseling skills, effective parent-teacher cooperation channels, etc., and hope to provide specific reference for teachers to optimize the successful inclusion of children with ASD.

並列關鍵字

autism spectrum disorder ； inclusive education

參考文獻

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. doi:10.1016/j.buildenv.2015.02.013

丁凡(譯) (2009)。分心就該這樣教─從優勢能力出發，找出學習新方向。原作者:E. M. Hallowll , & P. S. Jensen 。臺北市:遠流。