國中資源班教師對學習障礙學生十二年就學安置參與及需求之研究

The Study of resource room teachers in junior high school, Educational Placement Plan involved of students with learning disabilitiesin participation and demand

劉杏娟(Hsing- Chuan Liu)

指導教授 ： 杞昭安

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2012年)

摘要

本研究旨在瞭解國中資源班教師對於學習障礙學生在十二年就學安置之參與現況，及分析資源班教師在提供相關服務之執行現況與需求現況，並探討不同背景變項之國中資源班教師在提供相關服務之需求落差情形。
研究者自編「國中資源班教師十二年就學安置參與現況與需求問卷」作為研究工具；以九十九學年度桃園縣全體之國中資源班教師作為研究對象，進行普查。有效問卷131份，回收率為97.76%。問卷所得資料以平均數、標準差、次數分配百分比及效果值等統計方法進行分析。

本研究結果如下：
一、國中資源班教師對於學習障礙學生在十二年就學安置之參與現況達「普通參與」程度到「高度參與」程度之間。
二、國中資源班教師對於學習障礙學生參與「十二年就學安置」提供相關服務之執行現況屬於「普通符合」到「高度符合」之間。
三、國中資源班教師對於學習障礙學生參與十二年就學安置提供相關服務之需求現況高於執行現況。
四、不同性別、年齡、現任職務、專業背景之國中資源班教師在「規劃並執行轉銜評量」、「家長及學生參與」、「提供支持系統」、「規劃轉銜教育課程」提供相關服務之需求無顯著差異。
五、不同特教教學年資、學校規模、對十二年就學安置熟悉度之國中資源班教師在「規劃並執行轉銜評量」、「家長及學生參與」、「提供支持系統」、「規劃轉銜教育課程」提供相關服務之需求有顯著差異。

最後依本研究結果提出建議，以提供主管教育行政機關、學校，以及未來研究之參考。

關鍵字

國中資源班教師 ； 學習障礙 ； 轉銜服務

並列摘要

This study aimed to understand the resource room teachers of junior high school to participate in the Twelve-Year Educational Placement Plan status, and analysis of resource room teachers in the provision of related services and demand status of implementation of the current situation, and then explore the different background variables in the resource room teachers in the gap between the demand for transition services provided by the case.
The researcher used self-made questionnaire as a research tool; 131 valid questionnaires were returned as 97.76%. Questionnaire collected data mean, standard deviation, frequency distribution and effect size of the percentage of the value of statistical methods for analysis.

The results of this study were as follows:
1.The participation of resource room teachers in junior high school to participate in the Twelve-Year Educational Placement Plan status of "ordinary participation" level to "high degree of participation" between the degree.
2.The participation of resource room teachers in junior high school, resource room teachers to participate in the Twelve-Year Educational Placement Plan to provide services related to the status of implementation between "general " to "high ".
3.The demand for resource room teachers in junior high school services provided by the status higher than the current status.
4.Different gender, age, current position, professional background of the
country in the resource room teacher in the "Transition planning and implementation of assessment", "parents and students to participate,""support system", "Transition planning education programs" to provide demand for related services were not significantly different.
5.Different years of teaching special education, school size, school
placement of years of familiarity in the resource room teachers in
the country, "Transition planning and implementation of assessment",
"parents and students to participate," "support system", " Transition
planning education programs, "the demand for services provided by
significant differences.

Finally, in accordance with these findings to make suggestions to the executive in charge of education provided by schools, as well as a reference for future research.

並列關鍵字

resource room teachers in junior high school ； learning disabilities ； transition services

參考文獻

林宏熾、林巾凱(2003) :高中職階段身心障礙青年生涯自我概念之研

林幸台( 2007) :身心障礙者生涯輔導與轉銜服務。台北:心理出版社

版碩士，國立臺灣師範大學特殊教育學系，台北市

邱瑜瑾、許素彬（2003）:國中身心障礙學生轉銜服務之研究－社會體系

徐藝華（2002）:用三年開啟生命無限的奇蹟--周台傑教授談身心障礙學