國小身心障礙資源班教師對特教行政支持網絡支援服務現況與需求之調查研究

A Survey Research on the Current Situation and the Requirement of the Support Services of the Special Education Administrative Support Network for Special Education Elementary Teachers

朱惠甄(Hui-Chen. Chu)

指導教授 ： 孟瑛如

國立清華大學/竹師教育學院/特殊教育學系/碩士(2019年)

摘要

本研究主要目的在於利用網路問卷調查，了解目前國小身心障礙資源班教師對於特殊教育行政支持網絡之支援服務現況的感受程度、需求程度與兩者間之差異。特殊教育行政支持網絡是指「鑑輔會」、「大學校院特教中心」、「特教資源中心」三個特教支持單位。本研究以國小身障資源班教師之個人背景變項（性別、年齡、教學年資、專業背景、兼任行政、教師身分、學校地區、學校規模、工作壓力程度）因素，了解教師對於特教行政支持網絡之支援服務現況與需求。研究對象為全國公立國民小學身心障礙不分類資源班之正式教師與代理教師，以自編之「國民小學身心障礙資源班教師對特教行政支持網絡支援服務現況與需求調查問卷」作為研究工具，以臺灣北中南東(含離島)四區域為研究對象，採立意取樣及滾雪球抽樣的方式進行問卷調查。本研究總計共回收305份有效問卷(北部101份、中部92份、南部84份、東部28份)。
本研究主要結果如下：
一、國小資源班教師對於鑑輔會、特教中心及資源中心之支援服務的感受程度，在其整體量表皆達中等以上程度。在不同背景變項對支援服務需求程度的差異分析上，教師在不同工作壓力對於特教中心之支援服務的感受程度有差異，「過度壓力」在感受程度總分上顯著低於「沒有壓力」、「略有壓力」及「中度壓力」者，意即工作壓力高的教師對特教中心支援服務的提供現況感受越低，而壓力程度在普通以下之教師則較能感受到特教中心的支援服務。
二、國小資源班教師對於鑑輔會、特教中心及資源中心之支援服務的重視程度，在其整體量表皆達中上程度。在不同背景變項對支援服務重視程度的差異分析上，教師在不同學校地區對於鑑輔會之支援服務的重視程度有差異，「南部地區」在重視程度總分上顯著低於東部地區，意即東部地區的教師對鑑輔會所提供之支援服務較南部地區的教師更為重視。不同教學年資教師對於資源中心之支援服務的重視程度亦有差異，「16年以上」在重視程度總分上顯著低於「6~10年」者，教師教學年資越高，對資源中心之支援服務的需求降低，任教6~10年之教師則較為重視資源中心的支援服務。
三、國小資源班教師對於鑑輔會、特教中心及資源中心所提供之支援服務的感受程度與重視程度，在各單位之全量表均呈現顯著差異，教師對現況之感受程度皆顯著低於重視程度。意即教師對鑑輔會、特教中心及資源中心之支援服務雖有需求但皆未被滿足。
四、鑑輔會方面，需優先改善之支援服務為「鑑定安置結果能確實滿足學生學習需求，以利教師進行教學輔導工作」、「協助學校辦理學情障/自閉症學生之鑑定安置工作」、「能提供教師心評報告範例或指引，作為教師撰寫時之參考」、「能針對身心障礙學生鑑定與評量提供相關專業諮詢，以利教師進行鑑定安置工作」。
五、特教中心方面，需優先改善之支援服務為「提供之諮詢服務能有效協助教師解決特教工作相關事宜」、「提供之諮詢服務能針對教師需求給予專業建議或協助轉介」、「透過相關補助計畫或各校委託辦理各階段特教教師之特教研習，並能符合第一線老師的實際需求」。
六、資源中心方面，需優先改善之支援服務為「提供專業諮詢與建議協助教師解決學生學習及情緒行為等問題」。
最後依據研究結果，對縣市教育行政主管機關、各特教支持單位及後續研究分別提出相關建議。

關鍵字

身心障礙資源班教師 ； 特教行政支持網絡 ； 支援服務

並列摘要

This study aimed to investigate the obtainable level and the requirement level of support services for elementary resource room program teachers that provided by Special Education Administrative Support Network, and the difference between these two levels. The Special Education Administrative Support Network has three organizational unit, including “Committee Responsible for Identification and Placement of Gifted and Disabled Students (CRIPGDS)”, “Special Education center of University”, and “Special Education Resource Center”. Personal characteristics including gender, age, year of teaching, professional background, administrative positions, teacher status, areas of school, school size, the level of working pressure, were adopted as independent variables. Taking the special education elementary teachers in Taiwan as the research subject, this study used the self-made “Questionnaire of the Survey on the Current Situation and the Requirement of the Support Services Provided by the Special Education Administrative Support Network for Special Education Elementary Teachers” as the research tool.
A survey method with internet questionnaires was adopted. The final questionnaires in analyses were 305, including 101 from north, 92 from central, 84 from south and 28 from east of Taiwan. The major results were summarized as follow:
1.The obtainable level of support services provided by Special Education Administrative Support Network was all medium in each overall scale of the organizational unit at least. As for the analysis of the differences of the obtainable level of support services from Special Education center of University in different variables of personal background, there was a significant difference in the variables of “the level of working pressure” of the teacher. The teachers who have the Excessive pressure were get the lowest score in the variables of the level of working pressure. It means the obtainable level of support services from Special Education center of University for the teachers who have high pressure is low. The teachers who have the level of working pressure under the average value, the result is opposite.
2.The requirement level of support services provided by Special Education Administrative Support Network was all above the average in each overall scale of the organizational unit. As for the analysis of the differences of the requirement level of support services from CRIPGDS in different variables of personal background, there was a significant difference in the variables of “areas of school” of the teacher. The score of the southern region was significantly lower than the score of the eastern region. It means the support services from CRIPGDS are more important for eastern region teachers than southern region teachers. As for the analysis of the differences of the requirement level of support services from Special Education Resource Center in different variables of personal background, there was a significant difference in the variables of “year of teaching” of the teacher. The score of the teacher who possesses more than 16-year teaching experience was significantly lower than the score of the teacher who possesses 6-10 years teaching experience. It means the teacher who possesses more teaching experience, the requirement level of support services from Special Education Resource Center will decline. T support services from Special Education Resource Center are more important for teacher who possesses 6-10 years teaching experience.
3.Both the obtainable level and the requirement level of support services provided by Special Education Administrative Support Network achieved significant difference in the overall scale of each organizational unit. The requirement level of support services is lower than the obtainable level. It means teachers require the support services provided by Special Education Administrative Support Network, but they don’t be satisfied.
4.For the CRIPGDS, the support services of higher priority need to improve were “the result of identification must satisfy the needs of students in order to facilitate follow-up teaching and counseling work for teacher”, “assist teacher in carrying the work of identification and placement out for emotionally handicapped, learning disability and autism students”, “provide the guide or example of the appraisal report for teacher”, “provide professional advice about identification and placement for teacher”.
5.For the Special Education center of University, the support services of higher priority need to improve were “the consultation service can help teacher to solve the problem of special education effectively”, “the consultation service can meet the needs of teachers or assist teachers with referral”, “host the workshop for teachers which meet the needs of teachers by budget supplement or school’s commission”.
6.For the Special Education Resource Center, the support service of higher priority need to improve was “provide professional consultation and advice to help teacher solve the problem of student about learning, emotion, behavior etc.”.
Finally, according to the results of research, this study suggests relevant recommendations for the education administration authority, organizational units in Special Education Administrative Support Network, and the follow-up research.

並列關鍵字

resource room program teachers ； Special Education Administrative Support Network ； support services

參考文獻

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壹、中文部分