融合教育指標及其特殊教育績效之探討——以智障學生為例

The Indicators and Effectiveness of Inclusive Education: The Example of Education for the Mentally Retarded

溫惠君(Hui-Jun Wen)

指導教授 ： 吳武典博士

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2000年)

摘要

本研究的主要目的在於探討智障學生之融合程度及其與特殊教育績效之關係。本研究分為三部分進行，第一部分經由文獻探討及深度訪談以建構適合國情之融合教育指標項目（包括物理環境指標、心理環境指標、課程教學指標及支援系統指標），並據以編製「融合教育指標問卷」，經預試、項目分析及信效度考驗後，作為正式研究之調查工具，接著以隨機取樣及叢集取樣方式，抽取各縣市國小、國中及高中階段教師有效樣本373位為研究對象，進行資料之蒐集。第二部分則篩選台北市四所國小四至六年級之智障學生共38名，以「國語文能力測驗」、「數學能力診斷測驗」及「學生在校生活狀況問卷」為工具蒐集資料，以了解其特殊教育績效。第三部分則請38位智障學生之級任導師填答之「融合教育指標問卷」，結合智障學生特殊教育績效評量之結果，再透過對級任導師之深度訪談，以探討融合教育程度與智障學生特殊教育績效之關係。經由客觀評量所得資料，以變異數分析、Pearson積差相關、典型相關分析以及多元逐步迴歸分析等統計方法，加以分析處理；經由深度訪談所得資料，則先轉錄成逐字稿，經整理分析後，以描述的方式呈現。
本研究的主要發現如下：
一、問卷調查方面
（一）教師的個人變項中以任教階段與融合教育四大指標得分之關係最顯著，而以國小教育階段實施融合程度最高。
（二）智障學生之學業成就與智商有顯著關係，與融合層次及教師個人變項則無顯著相關。
（三）智障學生之適應行為與融合層次及教師特教背景有顯著相關，而與智商無顯著關係。
二、深度訪談方面
（一）學生的問題行為會影響其融合程度。
（二）高融合程度組教師對融合教育抱持較正向的態度。
（三）融合程度較不受特殊學生智商影響，但與學生之人格特質關係密切。
（四）正面的同儕力量可提升融合程度。
（五）普通班之課程教學難以顧及特殊需求學生之需要。
（六）各項資源充足且獲得有效的整合時，才得以邁向成功的融合。
根據研究發現，研究者對教育行政機關與學校提出若干建議，並對未來的研究提出一些看法。

關鍵字

融合教育 ； 教育指標 ； 特殊教育 ； 教育績效 ； 智障學生

並列摘要

The main purposes of this study were to explore the relationship between the inclusive level of special needs children (the mentally retarded in this study) and its effect on academic achievement and adjustment. This study included three parts. In the first part, the indicator of inclusive education was constructed by means of literature review and in-depth interview. Four indicators were identified: physical inclusion, psycho-social inclusion, curriculum/instructional inclusion, and support system. The Questionnaire of Inclusive Education Indicators (QIEI) was developed accordingly. It was administered to elementary, junior high, and senior high school teachers around Taiwan. Eventually there were 373 effective teacher samples. In the second part, 38 students with mental retardation from the 4th grade to the 6th grade, who were placed in regular classes in four primary schools in Taipei city, took academic achievement and adjustment tests. The former included the Test of Language Competence and the Test of Mathematics Competence, while the latter was the Questionnaire of School Life. In the third part, the home class teachers were asked to answer the QIEI to assess the levels of inclusive education for each MR student. In addition, the teachers were interviewed to explore the relationship between the inclusive level and the achievement of MR students.
The obtained quantitative data were analyzed by one-way MANOVA, Pearson correlation, cannonical correlation analysis and stepwise multiple regression .The qualitative data were transferred into the word-by-word manuscript for analysis and synthesis.
The major findings of this study were as the following
1. According to quantitative date:
(1) In terms of teacher’s personal variables, the school level was significantly related to inclusive levels, while the elementary school level had the highest degree of inclusion.
(2) The MR students’ academic performances (in language and math) were significantly related to their IQs, but not significantly related to inclusive levels and teacher’s personal variables.
(3) The MR students’ adaptive behaviors were significantly related to inclusive levels and teacher personal variables, but not significantly related to their IQs.
2. According to qualitative date:
(1) The MR students’ maladjustment behaviors had a negative effect on inclusion.
(2) Teachers with higher inclusive level had better attitude toward inclusion.
(3) Same as the quantitative data, the inclusive level had little to do with students’ IQs, but had close relationship with students’ personal traits.
(4) Peer’s friendly attitude was helpful in upgrading inclusive level.
(5) The regular curriculum hardly met the needs of the MR students in regular classes.
(6) A successful inclusive education requires supported materials and resources.
Based on the above findings, the researcher has made suggestions regarding effective inclusion and future studies.

並列關鍵字

inclusive education ； educational indicators ； special education ； educational effectiveness ； MR students

參考文獻

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