班級性領域課程融合活動實施歷程之研究－以臺北市一所國小特教班為例

A Study on the Process of Implementing Inclusion Activities in Class-Field Courses --A Special Education Class of a Taipei Municipal Elementary School as a Case

周思憫(Chu, Ssu-Min) ； 陳淑瑜(Chen, Shu-Yu)

《特殊教育發展期刊》 68期 (2019/12) Pp. 43-55

https://doi.org/10.7034/DSE.201912_(68).0004

摘要

臺北市溫暖國小（化名）實施班級性領域課程融合活動已有十多年歷史，本研究以該校特教班為個案，採用個案研究法，邀請兩名特教班教師參與，依據融合活動前、中、後的實施歷程進行深度訪談，並輔以觀察記錄和檔案文件為支持性資料。本研究結果顯示融合活動前教師必須做足準備，活動中需使用策略促進融合，活動後應進行提問與回饋。同時建議特教教師主動推行融合活動，並提供活動內容之建議。

關鍵字

班級性領域課程融合活動 ； 特教班

並列摘要

A special education class of the Taipei Municipal Warm Elementary School (pseudonym) has carried out inclusion activities in class-field courses for more than ten years and was recruited as a case for this study. A case study method was selected in this study. Two special education teachers were invited to participate in the in-depth interviews regarding the topic of inclusion activities in class-field courses with observation records and archives supported by the school. The results showed that the teachers must be well prepared before implementing the inclusion activities. The strategies must be used during activities to promote the inclusion and conduct questions and feedback after the activities. It is indicated that the special education teacher must take the initiative to implement the inclusion activities and provide suggestions for the activities.

並列關鍵字

Inclusion Activities in Class-Field Courses ； Special Education Class

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