臺中市國小普通班教師對特殊需求學生實施轉介前介入現況及支援服務需求之調查研究

A Study on the Current Status and Support Services of the Pre-referral Intervention for Students with Special Needs in Elementary Schools in Taichung City

黃怡嘉(Yi-Chia Huang) ； 洪榮照(Jung-Chao Hung)

《特殊教育與輔助科技學報》 5期 (2012/11) Pp. 35-59

https://doi.org/10.6684/JRSEAT.201211.5.35

摘要

本研究旨在探討臺中市國小普通班教師對轉介前介入覺知之知能情形、實施轉介前介入現況以及支援服務需求情形。以自編問卷為研究工具進行調查研究，研究方法以描述性統計、t考驗、單因子變異數分析及皮爾森積差相關分析處理，獲以下結果：一、普通教師對轉介前介入所覺知之知能介於「同意」至「大致同意」，且不同特教專業背景變項達顯著差異。二、實施轉介前介入現況以行政支援服務得分最高。且不同特教專業背景的普通教師在教學調整現況上達顯著差異。三、普通教師實施轉介前介入以行政支援服務需求為最高分，且不同任教區域變項達顯著差異。四、普通教師對轉介前介入覺知之知能與評量調整支援服務需求以及行政支援服務需求呈顯著正相關。五、普通班教師實施轉介前介入現況皆與支援服務需求呈正相關，且皆達顯著差異。最後，研究者根據研究結果提出建議，作為行政單位、教師以及未來研究之參考。

關鍵字

支援服務 ； 特殊需求學生 ； 轉介前介入

並列摘要

This study was to explore the teachers' perception of knowledge and skills, current status of pre-referral intervention and support services in the elementary schools of Taichung City by the questionnaires. The author used descriptive statistics, t-test, ANOVA, and Pearson product-moment correlation coefficient to analyze the collected data. The conclusions were as followed: 1. The teachers' perception of knowledge and skills of pre-referral intervention was between ＂agree＂ and ＂roughly agree,＂ and teachers of different backgrounds bad significant differences in their perception. 2. The administrative support services scored the highest in the current status of pre-referral intervention, and the teaching adjustments in teachers of different backgrounds were significantly different. 3. What needed the most for current status of pre-referral intervention were adrninistrative support services, and the needs of administrative support services in different areas showed significant differences. 4. The teachers' perception and assessment adjustment services were positively correlated and significantly different. So did the administrative support services. 5. The adjustments were positively correlated with the needs for support services. In accordance with the conclusions, the author addressed the suggestions for the related administrative departments, teachers, and future researches.

並列關鍵字

support services ； students with special needs ； pre-referral intervention