國民小學特殊教育資源整合可行途徑之研究－以臺北市中正區身心障礙資源班為例

A Study on the Feasible Approaches to Resource Integration for Special Education in Elementary Schools--With the Disabled Resource Room in Zhongzheng District, Taipei City as an Example

陳盈利(Yin-Li Chen)

指導教授 ： 謝登旺

國立臺灣師範大學/教育學院/政治學研究所在職進修碩士班/碩士(2004年)

摘要

本研究旨在探討國民小學身心障礙資源班的資源整合可行途徑，透過質性研究的深入訪談法針對台北市中正區的國民小學身心障礙資源班進行研究。經由了解資源班教師目前的工作現況，以及資源班的現有資源狀況，提出資源整合的可行途徑，並探討相關的影響因素。根據研究結果獲得以下結論：
一、資源班教師工作現況
1. 人員溝通問題：與校長、輔導主任、導師、同班搭檔、家長等人員的溝通上，時常產生問題。
2. 工作瓶頸：在學生入班鑑定工作、困難個案上感到棘手。
3. 工作壓力：主要來自特教評鑑、工作量過大、參與非特教事務及缺乏舒壓管道。
二、資源班現有資源
1. 人力：包括資源班教師、行政人員、普通班教師、實習教師、支援教師、教師助理員、學生家長，以及志工等。
2. 物力：各校設備水準不一，普遍對於資訊設備感到缺乏。
3. 財力：主要倚賴教育局的年度預算。
4. 校外專業支援：結合職能治療師、物理治療師、語言治療師等相關專業人士進行支援。
三、資源整合可行途徑
1. 教師整合：成立中正區資源教師輔導團、師資跨校支援、區內師資培訓、建置人力資料庫、經驗交流與情感支持、以區為單位評鑑、分區內暫時調校。
2. 學生整合：學生跨校上課、學生跨校安置、學生個案討論。
3. 教材整合：成立教材中心、進行教材編輯。
4. 經費設備整合：聯合議價、經費跨校協調支援、設備共用。
四、資源整合影響因素
1. 教師方面：日常工作疲累、排課問題、區內人才不足。
2. 學生方面：固著性強、交通安全問題。
3. 經費設備方面：設備管理問題、經費跨校運用問題。
4. 其他：校內無法整合、法令限制。

關鍵字

資源班 ； 特殊教育資源 ； 特殊教育資源整合

並列摘要

This research aims at finding the feasible approaches to integrate the resources for the special education in elementary schools. The method used in this research is the qualitative analysis of in-depth interviews with the teachers who teach in the disabled resource room (DRR) in elementary schools in Zhongzheng District of Taipei. The contents of the interviews include the present workload of the DRR teachers and the available resources for the DRR in elementary schools.
The major findings of this study are as follows:
I.The present problems the DRR teachers face
A.Interpersonal communication problems
DRR teachers often feel discouraged to communicate with some personnel such as the principal, director of counseling, regular classroom teachers, partners, parents, etc.
B.Bottlenecks in job
DRR teachers encounter some difficulties with jobs such as problem students’ diagnosing and identifying.
C.Pressures from job
The pressures mainly come from special education evaluations, overloaded work, participating in non-special education affairs and lacking the channel of releasing pressure.
II.The available resources for the DRR in elementary schools
A.Manpower
It includes DDR teachers, administrative personnel, regular classroom teachers, student teachers, support teachers, special education assistants, parents, volunteers, etc.
B.Equipment
The qualities and quantities of the special education equipment in each school are different. The DRRs generally lack of information equipment.
C.Financial support
The financial support for the DRRs mainly rely on the budget of the bureau of education.
D.Professional support from the society
The DDRs combine relevant professionals such as occupational therapists, physics therapists, language therapists, etc. to provide services.
III.The feasible approaches to integrate the resources for the special education:
A.Integrating the DRR teachers in Zhongzheng District
The DRR teachers in Zhongzheng District can establish a supervision group and support other schools. Teachers may share experiences with and comfort one another.
B.Integrating the DRR students
The students can go to other schools in Zhongzheng District. DRR teachers can therefore have case studies about the problem students.
C.Integrating the teaching materials
The DRRs in Zhongzheng District can set up a teaching material center and develop their own documents.
D.Integrating the teaching equipment and budget
The DRRs in Zhongzheng District can unite together to negotiate with the equipment sellers. DRRs can also share the equipment with one another.
IV.The challenges in integrating the resources:
A.Teachers
The DRR teachers may have problems with the daily work such as scheduling, and they may lack of specialty.
B.Students
Some students have obstinate behaviors and can not adapt to the other DRR teachers. The traffic safety is also a major consideration.
C.Teaching equipment
The problems with managing the equipment and the funds may also affect the resource integration.
D.Others
Other factors that may prevent the integration are restrictions of the law and lacking of consensus in each school.

並列關鍵字

disabled resource room (DRR) ； resources for the special education ； integrate the resources for the special education

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