特教教師陪伴拒學特殊生之歷程研究

國內拒學問題之學生有逐年增加的現象，面對長期拒學在家的特殊生，除了需要有一位主要陪伴的特教教師在其求學歷程中從旁協助以外，還需要有領域相關人員彼此合作。本研究之目的主要在探討中介教育中，特教教師陪伴拒學特殊生從拒學到回歸學校的互動歷程，以質性研究方法的紮根理論進行分析，以半結構式訪談該教育單位六位第一線的特教教師，將其歷程分為教師協助學生從家中轉到學苑學習及學生從學苑回到學校學習，以此兩階段做深入研討。本研究之發現：一、第一階段：(一)準備工作:透過評估報告、轉介資料、輔導資料及連繫社工的方式蒐集學生相關資料。(二)初期互動:以建立師生信任關係為主要目的。(三)缺席協助:找出原因、提供彈性調整方式並調策略目標。(四)學業學習:採取學習歷程調整協助學生累積成功經驗，增加自信心。(五)同儕互動:透過示範及情境演練教導社會技巧。(六)回校前增能:以增進情緒管理、人際互動、學業基礎、遵守規範、尋求協助、生活管理及交通能力進行教導。二、第二階段：(一)回校前準備工作：以分析回校困難、重新瞭解學校生態、演練突發狀況應對技巧、訂定回校目標及家長共同協助為主要工作內容。(二)協助學生回校:教師透過環境安排、陪伴回校完成目標、與相關人員合作共同協助學生。(三)回校缺席協助:瞭解缺席原因並提供解決方式。(四)協助與同儕互動:入班宣導、教師示範互動方式、參與班級活動與同儕建立關係。(五)鼓勵方式:運用增強系統、正向鼓勵及分享成功經驗來增強學生正向表現。

關鍵字

中介教育；拒學；特殊生

並列摘要

In recent years, the number of students with school refusal has been increasing year by year. They requires not only primary accompanying special education teachers to assist them with their school life, but also needs to coordinate with relevant professionals to work things out. The main purpose of this study is to explore the interactive process of special education teachers accompanying special students with school refusal, from refusal to returning to school inside intermediary education, and to analyze by Grounded Theory of Qualitative Research. Via semi-structured interview with six teachers with practical working experience, the guidance process is divided into two stages; the stage when teachers provide assistance to students so as to study at the Academy, and the stage when teachers accompany students to start contacting schools, respectively. ●Stage one: (1)Preparation: Collect student-related information through assessment reports, referral information, counseling information, and contact with social workers. (2)Initial interaction: the main purpose is to establish a trusting relationship between teachers and students.(3)Assistance for absence problem: find out the reasons, provide flexible methods, and adjust strategic goals.(4)School work: Through adjustment to the process of learning to help students to have a taste of success in order to gain self-confidence.(5)Peer Interaction: Teaching social skills through demonstration and situational exercises.(6)Ability enhancement before returning to school: Teaching to improve emotional management, interpersonal interaction, academic foundation, compliance with norms, seeking assistance, life management, and public transportation skills. ● Stage two:(1)Preparations before returning to school: The primary content of preparation is to analyze the difficulties of returning to school, re-understand the school environment, practice skills for emergency response, set goals for returning to school, and coordinate with parents for collaborative support. (2) Support students in returning to school: Teachers reinforce students through creating an amicable environment; accompany them to go back to school, and cooperate with relevant personnel to support them. (3) Absence assistance after coming back to school: To understand the reasons for absence and provide solutions. (4) Assistance in interacting with peers: Introduce the special students to their classmates in advance, teachers' demonstration of interactive methods, participate in class activities to build relationships with peers. (5) Way of encouragement: Use reinforcement system, positive encouragement, and sharing successful experiences to enhance students' positive performance.