臺灣教育正面臨少子化問題且日益嚴重,特教需求學生人數卻未減少。由於實施零拒絕與融合教育政策,特教專業教師所扮演的角色愈益吃重。山野教育因應多元化教育整合思維崛起,以不同取向的教育方式,刺激固有教育思維,吸引部分教師嘗試採用融入課程設計,並將山野教育融合於特殊教育領域,成為近年來跨領域教育現場的新興策略;惟相關文獻探討仍有限,尤其是質性研究更為稀有。因此,本研究從特教教師人格特質,參考相關文獻中所提之人格特質內容與領導風格之定義,探討山野教育融入特殊教育對於學生自我效能影響。依照訪談紀錄,歸納整理出特定教師的人格特質,與善用各種領導風格以及教育愛,會影響特教學生自我效能。
Despite the declining fertility rate, the rate of children requiring special needs is still rising. Educators are required to take on a more responsible role due to the introduction of non-discriminating as well as inclusive education policies. Among all, mountain education nowadays reflects the prevalence of multiculturalism and further challenges traditional education ideals, so some educators are trying to incorporate these elements into the curriculum. In recent years, incorporating outdoor education has become a trend in the industry; however, there are still gaps in the information obtained, especially in the aspect of qualitative research. With references upon personality traits and leadership styles, this paper will investigate the blending of mountain education and special need education. It is hoped that, with the special educators' personality trait and leadership styles, educational love can have an impact on students' self-efficacy. Further information and inept interviews will also be summarized.