融合教育全量表的編製與分析

Developing and Analyzing Inclusive Education Scale for Children with Special Needs

黃秋霞(Chiu-Hsia Huang)

《障礙者理解半年刊》 15卷1期 (2016/01) Pp. 37-65

https://doi.org/10.6513/TJUID.2016.15(1).3

摘要

本研究根據Torres-Harding、Siers 與Olson（2012）、McHatton 與McCray（2007）等理論基礎，編製49 題的「融合教育全量表」（Inclusion Education Scale）含三個分量表各為：28 題的「融合教育概念量表」（Concepts of Inclusive Education Scale）、11 題的「社會正義期許量表」（Expectations of Social Justice Scale）、10 題的「各障礙類型覺知量表」（Perceptions of DisabilityGroups Scale）；旨在以「融合教育全量表」的編製與分析；其次，旨在以「融合教育全量表」考驗191 名職前師培生對特殊需求學生的融合教育概念、社會正義期許與各障礙類型覺知等贊成程度是否有所差異。問卷資料處理採項目分析、項目相關、內在一致性效標等方法；資料分析呈現以描述統計檢驗（包括平均數、標準差、偏斜度、峰度）、極端組比較、p＜.05 顯著性、鑑別度、各試題之獨立樣本t 檢定、α 係數、因素分析、同質性檢驗（包括相關係數、因素負荷量）、η2、效果量。本研究共蒐集191 名研究樣本，158 名女性與33 名男性，其中55 名教育系（28.2%）、61 名特教系（31.3%）、75 名幼教系（38.5%）職前師培生。研究結果顯示：（1）「融合教育概念量表」的α 係數未轉軸前α=.639，屬於尚可信度，斜交轉軸後的α=.737，屬於不錯信度；「社會正義期許量表」與「各障礙類型覺知量表」的α係數各為.924 與.877，屬於高信度。（2）在INC 量表的主要效果量為.063，屬於中度關聯強度，達顯著差異（.002）；事後比較，特教與教育系，達顯著性（.004），特教與幼教系達顯著性（.028）；但教育與幼教系未達顯著（.661）；特教比教育系對特殊需求學生的融合教育較贊同，特教也比幼教系對特殊需求學生的融合教育較贊同。（3）在SJ 量表的主要效果量為.043，屬於低度關聯強度，仍達顯著差異（.016）；事後比較，特教與教育系達顯著性（.019），特教與幼教系未達顯著性（.638）與教育與幼教並未達顯著（.124）；幼教比教育系對特殊需求學生的融合教育較贊同。（4）在PER 量表的主要效果量為.155，屬於高度關聯強度，達顯著差異（.000）；事後比較，特教與教育系達顯著性（.000），特教與幼教系達顯著性（.001）；但教育與幼教系未達顯著（.064）；特教比教育系對特殊需求學生的融合教育較贊同，特教比幼教系對特殊需求學生的融合教育較贊同。總而言之，職前師培生的養成教育，攸關國家、社會或學校落實教育或社福醫療等公共議題的關鍵指標之一，社會福利較進步的國家，對於特殊需求學生與融合的重視不亞於其他公共議題，早已挹注於各階段國民義務教育、成人或社區教育裡，融合的概念即能很自然地融入個體生活中，個體即能具備了充權賦能與自我決定的權利、社會正義期許等養成教育。

關鍵字

融合教育 ； 量表編製

並列摘要

The investigation mainly aims to develop and analyze Inclusive Education Scale (INS) for Children with Special Needs; in addition to compare those whose majors in special education, early childhood and education pre-service teachers’ attitudes toward children with special needs by the INS divided into three subscales(Concepts of Inclusive Education Scale:INC, Expectations of Social Justice Scale:SJ & Perceptions of Disability Groups Scale:PER)based on Torres-Harding, Siers and Olson(2012), McHatton and McCray’s (2007)theories. All items of INS with INC, SJ and PER subscales, all data analyses are considered and descriptive by the frequency, percentile, mean, SD, p＜.05, Skewness, Kurtosis, Cronbach's Alpha, factor analyses, factor loading, t-test and η2. 191 pre-service teachers include 55 subjects majoring in education (28.2%), 61subjects majoring in special education (31.3%) and 75 subjects majoring in early childhood (38.5%) those who participate in this investigation. Overall, the Cronbach's Alpha of the Concepts of Inclusive Education Scale, Expectations of Social Justice Scale and Perceptions of Disability Groups Scale separately are .737, .924 and .877, it means that this entire set with three subscales is a very stable and reliable questionnaire. In addition, the special education majoring pre-service teachers are more willing to support those children with special needs than early childhood majoring or education majoring pre-services teachers do; early childhood majoring preservice teachers are more willing to support those children with special needs than education majoring preservice teachers do. The investigator will advise all teacher training institutions providing all pre-service teachers more volunteering experiences to contact with those children with special needs. Taiwan government may emerge the inclusion issues into K-12 even continuing education programs in order to educate all Taiwanese civil with more supportive attitudes toward those children with special needs in their daily lives.

並列關鍵字

inclusive education ； developing inclusive education scale