廣東省特殊教育教師專業發展需求評估之研究

A Study on the Evaluation of Professional Development Needs of Special Education Teachers in Guangdong Province

杞昭安(Chao-An Chi)

《溝通障礙教育》 5卷2期 (2018/12) Pp. 39-58

https://doi.org/10.6933/TJLCD.201812_5(2).0003

摘要

本研究旨在探討廣東省特殊教育教師專業發展孰悉程度與需求程度現況，不同性別、不同年齡專業發展孰悉程度與需求程度之比較。至於潛在目的是想瞭解廣東省特殊教育教師專業能力有哪些，還有哪些能力需要追求。1.廣東省特殊教育教師專業孰悉程度方面，三分之一以上不瞭解及瞭解一些的有:熟悉各種特殊教育及其相關之法規，熟悉各級特殊教育行政組織與政策，具備特殊教育行政運作之概念與技巧，瞭解專業團隊服務的資源和功能，瞭解各類鑒定安置之模式，內涵及運作程式，熟悉評量方法，工具與限制，熟悉各階段特殊教育學生轉銜工作之重點，能與相關專業團隊共同評估學生，熟悉目前國內各階段之特殊教育課程與實施情形，瞭解各類特殊教育方案的經營方式，瞭解各類特殊教育方案中學生的輔導策略，具備經營各類特殊教育方案之概念與技巧，瞭解各類科技輔具與學習輔助系統，能適當應用各類科技輔具和學習輔助系統，能統整學科與課程領域間之異同等。2.廣東省特殊教育教師專業孰悉程度方面，除了能接納有特殊需求者，喜歡與人（學生）互動，能維持穩定的情緒，具有生涯規劃與專業發展的能力，具有敬業精神與態度之外，其他項目都在3.0以下，如具備一般特殊教育知能，了解特殊教育行政及特殊教育學生之權益及相關法規，具備整合特殊教育相關資源合作的能力，能從事特殊教育學生鑒定與評量工作，能執行個別化教育計畫，能設計特教課程與執行教學，具備班級經營與輔導學生的能力，能運用科技輔具，能將知識概念運用在實務表現等。3.廣東省特殊教育教師專業發展需求程度前十項依序為:瞭解特殊教育需求學生之身心發展，學習特質與教育需求，瞭解特殊教育需求學生之服務方案，瞭解特殊教育的重要理念與發展趨勢，瞭解兒童及青少年的身心發展特質，熟悉各種特殊教育及其相關之法規，能依學生個別化需求設計課程，能應用各種特殊教育適用之教學法與教學策略，能將課堂所學實際應用到特教現場，瞭解專業團隊服務的資源和功能。4.廣東省特殊教育教師專業孰悉程度，男女教師之間、不同年齡層教師之間，整體上並沒有顯著差異。5.廣東省不同性別特殊教育教師專業需求程度，整體上並沒有顯著差異，惟在能接納有特殊需求方面，男性教師的需求顯著優於女性。6.廣東省不同年齡特殊教育教師專業需求程度整體上有顯著差異，其中20－30歲教師的需求，顯著高於50歲以上教師。7.本研究結果明確指出急需培訓專案的前五名依序為「特教課程與執行教學」、「班級經營與輔導學生」、「一般特殊教育知能」、「生涯規劃與專業發展」、「特殊教育相關資源與專業合作」。

關鍵字

特殊教育 ； 特殊教育專業發展

並列摘要

The purpose of this study is to explore the status and demand level of special education teachers ' professional development in Guangdong Province, and to compare the degree and demand degree of professional development of different genders and ages. As for the potential purpose is, to understand what the professional competence of special education teachers in Guangdong province is, what other abilities need to be pursued. 1. More than One-third of the professional education teachers in Guangdong province did not know and understand some of the degree of expertise. 2. In addition to being able to accept those with special needs, interacting with people, maintaining a stable mood, the ability to develop career planning and professional development, and professionalism and attitude, other projects were under 3.0. 3. The top ten needs for professional development of special education teachers in Guangdong Province were: to understand the physical and mental development, learning traits and educational needs of students with special education needs, to understand the service plans of students with special educational needs, to understand the important concepts and trends of special education, to understand the physical and mental development characteristics of children and young people, familiar with all kinds of special education and its related laws and regulations, could design courses according to the individual needs of students, could apply a variety of special education applicable teaching methods and teaching strategies, could apply the actual classroom learning to the special education site, understood the resources and functions of professional team services. 4. There was no significant difference between male and female teachers and teachers of different ages in the professional level of special education teachers in Guangdong province. 5. There was no significant difference in the level of professional needs of special education teachers of different sexes in Guangdong province as a whole, but the demand for male teachers who could accept special needs was significantly better than that of women. 6. There were significant differences in professional demand among special education teachers of different ages in Guangdong province, with the needs of 20-30-year-old teachers significantly higher than those over 50 years of age.

並列關鍵字

Special education ； special education professional development