國小特殊教育師資培育政策制定合理性之研究

本研究旨在探討國小特殊教育師資培育政策制定合理性，首先透過文獻分析，整理與探討教育政策制定合理性及主要國家特殊教育師資培育政策的沿革、發展等，探討國小特殊教育師資培育政策制定之背景、國小特殊教育師資培育政策制定影響因素及國小特殊教育師資培育政策制定成效。經由相關之文獻分析，建立本研究之理論基礎與研究架構，並據此編制「國小特殊教育師資培育政策制定合理性之研究」之德懷術問卷，以15位教育界之學者專家為研究對象，並以半結構性訪談6位專家學者、政府官員及特教實務者。最後，綜合文獻探討、德懷術問卷調查統計結果及訪談資料，歸納整理出以下結論：一、國小特殊教育師資培育政策制定背景方面（一）符合社會公平正義的原則。（二）制定協商過程具備理性共識。（三）符合較佳抉擇，以追求最大效益。二、國小特殊教育師資培育政策制定影響因素方面（一）特教師培政策制定受法規、教育結構的影響。（二）特教師培政策制定受教育人員、教育系統及教育資源的影響。（三）特教師培政策制定受社會、生態、經濟及技術因素的影響。三、國小特殊教育師資培育政策制定成效方面（一）符合教育政策制定合理性中追求社會最大效益之原則。（二）提升教育弱勢學生學習，落實教育機會均等。（三）受到社會大眾支持及認同。根據上述研究結論提出具體建議，提供教育行政機關、學校及教師方面、家長及學生及未來研究者等四方面做為參考。最後，根據上述研究結論提出具體建議，提供教育行政機關、學校及教師方面、家長及學生及未來研究者等四方面做為參考。一、教育行政機關方面（一）重視特殊教育相關法規穩定性。（二）加強相關行政機構及人員積極協調合作。（三）彈性關懷訪視更能激勵特教教師士氣。（四）教師檢定認證方式不宜頻繁改變。二、學校及教師方面（一）連結特教及普通教育溝通平臺。（二）提升教育人員特教教育知能有助特教教育推展。三、家長及學生方面（一）打破升學主義旳迷思，尋求特殊孩子適性學習。（二）相信社會對特殊學生照顧符合公平正義。四、對未來研究者的建議（一）增加特教學生及家長為研究對象。（二）訪談方式可結合焦點座談。（三）擴大相關研究領域。

關鍵字

特殊教育師資培育政策；教育政策制定；合理性

並列摘要

The purpose of this research was to discuss the rationality of policy-making for special teacher education of elementary schools in Taiwan. Firstly, through literature analysis and the studying on rationality of policy-making, along with the evolution and development of the data to special education teacher policy of the main countries; thus, the Delphi technique questionnaire and interview outline were compiled. Furthermore, fifteen experts and scholars in the education sector were chosen as the research objects, and six experts, government officials and special education practitioners were interviewed by way of semi-structured interview. A comprehensive literature review, the result of Delphi technique questionnaire survey, and information of interviews were summed up as follows: 1. The background of policy-making for special teacher education of elementary school. 1.1 Corresponding to the principle of social fairness and justice. 1.2 There was a rational consensus in the development of the consultation process. 1.3 According to the best benefits to meet the best choices. 2. The factors affecting of policy-making for special teacher education of elementary school. 2.1 The policy-making of special teacher education was influenced by laws and educational structure. 2.2 The policy-making of special teacher education was influenced by the education staff, educational systems and educational resources. 2.3 The policy-making of special teacher education was influenced by social factors, ecological factors, economic factors and technological factors. 3. The achievements of policy-making for special teacher education of elementary school. 3.1 Confirming to the principle of pursuing the greatest benefit of society in the rationality of education policy-making. 3.2 Improve the education of disadvantaged students and implement equal opportunities in education. 3.3 Get support and recognition from the public. Finally, according to the above mentioned conclusion, the concrete suggestions were presented in order to provide for education administration, schools and teachers, parents and students, future researchers, four aspects for their information. 1. Educational Administration 1.1 Emphasize on the stability of special education related regulations. 1.2 Strengthen the active coordination and cooperation of relevant administrative agencies and personnel. 1.3 Governmental care visits can be used to motivate special education teachers. 1.4 Teacher verification and certification methods should not be changed frequently. 2. School and Teachers 2.1 A communication platform should be established for special education and general education to be able to interact. 2.2 A focus on professional development of teachers enhances the progress of special education. 3. Parents and Students 3.1 Focus on special needs of students rather than just promoting good grades. 3.2 Believe that a society's care for special students conforms to fairness and justice. 4. Future Researchers 4.1 Use current knowledge of special education students and parents for research to improve future care. 4.2 Interview methods can be combined with focus group discussions. 4.3 Related research fields should be expanded.