普通高中職提供身心障礙學生資源服務之現況調查研究

The Current Status of Resource Service for Students with Special Needs in Senior High Schools

蔡瑞美(Jui-Mei Tsai)

指導教授 ： 張蓓莉

國立臺灣師範大學/教育學院/特殊教育學系/碩士(1999年)

摘要

普通高中職提供身心障礙學生資源服務之現況 調查研究
摘 要
本研究目的在了解普通高中職提供身心障礙學生資源服務之現況，以自編「普通高中職提供身心障礙學生資源服務現況及問題問卷調查表」為研究工具。
調查對象為身心障礙學生就讀公私立高中職的學校共計308校，各校負責處室行政人員的問卷回收233份，回收率為75.6﹪；駐校式資源服務負責人的問卷回收239份，回收率為77.6﹪。巡迴輔導人員寄發43份問卷，回收35份，回收率為81.33﹪。所得之資料，以次數分配及百分比、百分比同質性考驗、寇克蘭（Cochran's ）Q考驗加以處理，再依不同地區（台北市、台灣省、高雄市、金馬地區）、不同條件（是否設立資源班）的資源服務作分析。
玆將研究發現分別說明如下：
台灣地區高中職提供資源服務方式有駐校式與巡迴輔導式，其現況與面臨問題如下：
一、駐校式資源服務的運作：九成一的學校是由輔導室負責提供資源服務業務，負責人多數是兼任；提供身心 障礙學生資源服務以達1-2年的學校最多。有八成四的學校採用外加式的排課方式。六成六的學校聘兼任擔任 授課師資，其中有六成六的授課師資未具備特教背景；有八成四的資源服務師資來源是普通班任課教師，其 中七成一的學校是由原班任課的專任教師來擔任；有八成五的學校採用個別教學。超過半數的學校資源服務 負責人員需經常與導師、學生、家長、行政人員、普通班任課教師的溝通協調。五成九的學校資源服務教學 地 點是在專用教室，有四成六的學校專用教室座落地點與輔導室為鄰，其中八成六的學校認為專用教室的座 落地 點對大多數學生適合；認為資源服務辦理成效甚佳的理由是：教師具有專業素養，組織義工協助個案學 習及生 活適應，可以溝通協調，互相支援，全校師生參與輔導，學生家長認同且配合度高。認為辦理成效不 佳的理由 ，分別是經費有限、設備不足；無特教專業師資；學生學習意願不高。
二、駐校式所提供的服務：直接服務包括提供給身心障礙學生的基本能力訓練、學科教學、輔導等服務內容；其中基本能力訓練、學科教學以設立資源班的學校所提供的服務較多；間接服務包括提供的教學資源、相關服務、聘請校外相關專業人員、輔具等，同樣也是設立資源班的學校所提供的服務較多；若以地區來看，則以台北市所提供的服務較多。
三、巡迴輔導式的運作：由台北啟聰、台北啟明、台中啟聰、台中啟明、仁愛實驗學校、台南啟聰等六所特殊學 校及高雄市政府教育局負責。服務對象為聽障、視障、肢障，語障生四類學生。
四、巡迴輔導式所提供的服務：直接服務包括提供給身心障礙學生的基本能力訓練、學科教學、輔導等三方面。間接服務包括巡迴輔導人員提供給學校的資料、諮詢問題等。若以地區來看，則以台灣省所提供的服務較多，
五、資源服務所面臨的問題：沒有明確的工作綱領可依循；經費及編列預算問題；特教專業師資不足；資源教師專業知能不足；教師進修意願低；專業整合的問題；行政人員與一般教師合作態度；學校與家長的互動的問題；學生生涯規畫與就業能力之培養；入學前未作適當的評估，造成適應不良等問題。
本研究除針對研究結果詳加討論之外，並依據上述結果，分別提出對駐校式資源服務、巡迴輔導式資源服務、師資培育、教育行政單位、以及未來研究的建議。
關鍵詞：普通高中職、身心障礙學生、資源服務、調查

關鍵字

普通高中職 ； 身心障礙學生 ； 資源服務 ； 調查

並列摘要

The Current Status of Resource Service for Students with Special Needs in Senior High Schools
Jui-Mei Tsai
Abstract
The purpose of this thesis is to understand the situation of providing resource service to the students with special needs in regular/vocational senior high school. A survey questionnaire designed by the researcher was used as the major research instrument.
Researcher mailed survey questionnaire to 308 schools. 507 subjects returned
the questionnaire including 233 administrators, 239 stationary teachers, and 35 itinerant teachers; the percentage were 75.9%, 77.6%, 81.33% respectively. Frequency, test of homogeneity of proportions, and Cochran's Q were used as the major statistical methods to analyze and compare the situations of providing resource service in different areas of this country (Taipei City, Kaohsuang City, Kimmen/Mashu, Taiwan Province) and different conditions (with and without resource classroom )
In our country, resource service in high schools included both stationary and itinerant models. The existent situations and challenges are described as follows.
1. As for the operation of stationary resource service: (1) 91% of schools executed resource service in psychology/counseling classroom, however the responsible teachers' major responsibility were not related to the resource service; most schools had the experience to provide resource service for students with disabilities around one to two years. (2) In 66.1% of schools, teachers were not mainly responsible for teaching, and 66.2% of the teachers had not received special education training. In 84% of schools, resource teachers are regular teachers, and in 71% of schools, regular teachers are responsible for teaching students with special needs in their own class; 85% of schools provide individualized instruction to students. (3) In more than 50% of schools, teachers responsible for resource service must often communicate and negotiate with tutors, students, parents, administrators, and regular teachers. (4) 59% of schools provide instructional service in resource classrooms and in 86.4% of the schools, resource classrooms are in the proper situation. (5) For the purpose of successfully providing resource service in school, to equip with professional teachers, volunteers, communication and negotiation, cooperation of all staffs and students in schools, and agreement of parents was suggested. (6) Limited expenses, lack of facilities, unprofessional teachers, and unwilling for students to learn were identified as the important factors resulting in failed resource service.
2. As for the stationary resource service: (1) Direct service included basic skill training, subject instruction, and consultation. The schools with resource classroom provided more basic skill training and subject instruction than the schools without resource classroom. (2) Indirect service included teaching resource, relative service, employment of professional out of school, assistive device which were provided more in the schools with resource classroom than those without. (3) Taipei City provided services more than any other area.
3. As for the operation of itinerant resource service: (1)Taipei school for the hearing impaired, Taipei school for visually impaired, National Taichung school for the hearing impaired, National Taichung school for the visually impaired, Taiwan Provincial Cheng-hua Jen Ai School, National Tainan school for the hearing impaired and the Kaohsuang Bureau of Education were responsible for providing resource service. Hearing-impaired students, visual -impaired students, motor-impaired students, and language-impaired students were the main populations whom they served.
4. As for the itinerant resource service: (1) Direct service includes basic skills training, subject instruction, and counseling. (2) Indirect service includes relative information and counseling provided from itinerary teachers. (3) The services were provided more in Taiwan province than other areas.
5. As for the difficulties of resource service: Ten issues should be considered. They are (1) no definite guiding principle for schools to execute resource service, (2) lacking expense and budget for most schools, (3) lacking certified special educators, (4) service providers' poor knowledge in special education, (5)low motivation to accept specialized training for service providers, (6) The difficulty to integrate health professional, (7) the attitudes of administrators and regular teachers toward resource service, (8) the interactions between school and parents, (8) th issue to establish the abilities to plan future career and to enhance vocational skill, (9) lacking adequate assessment and preparation before entering high school resulting in mal-adaptation whil studying in high school.
Some suggestions are made for stationary resource service, itinerary resource
service, professional training for teachers, administrative departments of education, and future ersearch.
Keywords: senior high school, students with special needs, resource service, survey

並列關鍵字

Senior High Schools ； Students with Special Needs ； Resource Service ； survey

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