新北市國民中學無障礙校園環境之研究

本研究旨在瞭解新北市所屬國民中學之特殊教育教師對於校園無障礙設施之認知進行調查，並分析不同背景變項之國民中學特殊教育教師在無障礙校園環境中針對整體規劃、設施設備兩大構面認知符合程度之差異情形，並調查無障礙校園環境法定項目符合現況，並進行分析比較。本研究採問卷調查法，共計抽樣307位特教教師，發出307份問卷，回收283份有效問卷，問卷有效率達92%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析等統計方式進行統計分析。綜合文獻探討與研究成果，整理出以下結論：一、新北市國民中學特教教師對無障礙校園環境兩大構面「整體規劃」及「設施設備」認知符合程度為中高程度。二、新北市國民中學特教教師對無障礙校園環境「整體規劃」構面中分構面「動線規劃」符合程度為「中高程度」；「設施配置」符合程度為「中程度」。三、新北市國民中學特教教師對無障礙校園環境「設施設備」構面中分構面「出入設施」符合程度為「中高程度」；「停等設施」符合程度為「中高程度」。四、不同「最高學歷」、「服務年資」、「學校校齡」及「學校區域」之新北市國民中學特教教師認知無障礙校園環境的「整體規劃」有顯著差異。五、不同「服務班型」、「學校校齡」及「學校區域」之新北市國民中學特教教師認知無障礙校園環境的「設施設備」有顯著差異。六、新北市國民中學無障礙校園環境法定項目以「避難層出入口」及「室內通路走廊」符合規範程度較高。最後依據文獻與研究成果，提出以下之建議一、建議教育行政機關研擬無障礙校園環境改善中長程計畫。二、建議教育行政機關優先補助改善「老舊校舍」、「非山非市」型學校的無障礙校園環境設施。三、建議教育行機關無障礙校園環境設施宜擇其重點項目優先改善。四、建議教育行政機關成立跨局處整合平臺並設置無障礙校園環境諮詢輔導小組。五、建議教育行政機關落實無障礙校園環境資訊平臺填報與檢核。六、建議學校規劃整體性無障礙校園環境改善執行策略。七、建議學校運用學校特殊教育推行委員會檢視無障礙校園環境。八、建議學校透過資訊平臺建置無障礙校園環境長期資料庫。九、建議學校宣導無障礙校園環境用途與維護。

關鍵字

無障礙校園環境；無障礙校園設施

並列摘要

The purpose of this research is to explore the knowledge of special education teachers in New Taipei municipal junior high schools on campus barrier-free facilities, and to analyze the overall planning for facilities and equipment of national secondary schools with different background variables. The differences in the degree of conformity with the cognition of the dimensions are compared and analyzed. Finally, the current facility items are checked to see if they conform to the legal standards for the barrier-free campus environment. This research adopts the questionnaire survey method, with a total of 307 special education teachers sampled, 307 questionnaires sent out, and 283 valid questionnaires collected. The questionnaire efficiency reached 92%. Data processing was performed by statistical methods, such as descriptive statistics, independent sample t test, and single-factor variance analysis. Comprehensive literature discussion and research results are sorted out in the following conclusions: 1.The special education teachers from New Taipei municipal junior high schools have a medium to high level of recognition for the "overall planning" and "facilities", two major aspects of the barrier free campus environment. 2.New Taipei municipal junior high school special education teachers’recognition with the“traffic planning” of the middle and sub dimensions of the “overall planning” of the barrier free campus environment is “medium high”; the recognition degree of “facility arrangement ”is “medium ”. 3.New Taipei municipal junior high school special education t eachers’ compliance w ith the “access facilities” of the “facility and equipment” aspect of the barrier free campus environment is “medium to high”; the compliance degree of degree of “parking facilities ” is “medium to high”. 4.There are significant differences in the overall planning of the barrier free campus environment for special teachers of New Taipei municipal junior high school , resulting from factors like "highest education", "service year ", "school age" and "school location". 5.Different elements like "class type ", "school age" and "school location " for special education teachers of New Taipei municipal junior high schools result in significant differences in the opinions towards "facilities and equipment" of the barrier free campus environment. 6. The "refuge floor entrance and exit" and "indoor corridors" has a relatively high degree of conformity to the legal regulations for the barrier free campus. In conclusion, based on the literature and research results, the following suggestions are put forward: 1.It is recommended that educational administrative agencies develop a medium- and long-term plan to improve the barrier-free campus environment. 2.It is recommended that educational administrative agencies give priority to subsidy the barrier-free campus environment facilities of "old school buildings" and "non-mountain and non-city" schools. 3.It is recommended that education administrative agencies should choose key projects as priority for improving their barrier-free campus environment facilities. 4.It is recommended that educational administrative agencies set up a cross-bureau integration platform and a barrier-free campus environment consultation and guidance group. 5.It is recommended that education administrative agencies implement the barrier-free campus environment information platform to collect suggestions from the public. 6.It is recommended that the schools plan an overall barrier-free campus environment improvement implementation strategy. 7.It is recommended that schools use the schools' special education promotion committee to inspect the barrier-free campus environment. 8.It is recommended that schools build a long-term database for the barrier-free campus environments through information platforms. It is recommended that schools promote the use and maintenance of barrier-free campus environment.