台北市國小特殊班課後輔導之調查研究

The Investigative Study of After-School Program for the Special Elementary Classes in Taipei

楊蓓瑛(Yang Pei-Ying)

指導教授 ： 王天苗

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2000年)

摘要

本研究主要目的在瞭解台北市國小特殊班辦理課後輔導現況、家長對子女課後輔導安排情形、參與課後輔導學童家長對課後輔導的需求及滿意情形、以及學校行政人員和學童家長對課後輔導實施的看法與意見。
研究者以自編『國小特殊班課後輔導實施調查表』分別針對台北市國小特殊班學童家長及行政人員，填寫課後輔導的需求、意見、和看法等相關問題，藉以瞭解不同障礙類別與程度、家長工作型態、家庭型態、家長與行政人員意見與需求間的差異；學童參與課後輔導家長對課後輔導活動、師資、收費、內容等是否滿意？並進行卡方考驗，以瞭解相關變項間差異是否達顯著性。本研究主要發現如下：
一、在台北市國小辦理特殊班課後輔導現況上，服務量佔51%。參與者以低年級、智能障礙、中重度障礙學童居多。辦理時段仍以放學後到下午四點為主。活動安排以生活自理和休閒活動為主；設計原則以學生學習需要為考量；編班原則以年級混合編班為主。師資安排上以特教班老師自願為主，鮮少運用校外人士協助課後輔導工作。
二、台北市國小特殊班學童家長對子女課後安排及參與課後輔導的情形，學童家長對子女的課後安排上主要還是讓孩子回家由家人照顧，但家長期待子女能參加學校辦理的課後輔導。
三、台北市國小特殊班學童參與課後輔導的需求及滿意情形，以學童家庭條件來看家長對子女參與課後輔導的需求，雙薪家庭中家長需求最大；整體上家長普遍表示滿意。
四、學校行政人員及特殊班學生家長對課後輔導實施的看法與意見，學校行政人員普遍認為家庭照顧為考量主因，但在家長認為課程內容較為重要。在時間上，皆希望放學後辦理到下午四點，活動安排皆認為應以生活自理與體能活動為主。活動設計原則，兩者均認為應考量學生的需要與興趣。在師資安排上，兩者皆認為由特教老師來擔任最適合且由教師自願較佳。在親師聯繫上，行政人員普遍支持課後輔導中的親師聯繫。在費用負擔上，多數家長和行政人員都認為家長應負擔部分。

關鍵字

特殊班 ； 課後輔導

並列摘要

The main object of this study aims to investigate the after-school program for the students with special needs in the elementary schools nowadays-in Taipei.
Researcher made the questionnaire –Investigation of the after-school program of special elementary classes – to realize the opinions of parents with special children and administrator in school. A total of 487 parents and 49 administrators were the subjects who had to fill the questionnaire to express their opinions of activities, instructors, contents, fee and satisfactions and so on for the after-school program held in the special elementary classes in Taipei.
The major findings are as follows:
1. Half of the elementary schools with special education classes proceeded with the after-school program. The major participators were the students in lower grade, with mental retardation, and with moderate to severe degree. Program was closed before 4 pm for most schools. Activities were arranged with the daily living skills training and recreation concerning with the needs of students.
2. Parents with special children were likely to keep their children at home; on the contrary, they looked forward to arrange their children join the after-school program at school.
3. Parents whose children were joined the after-school program were satisfied with it in general.
4. The opinions between parents and administrators were different in factors of participation, but similar in the considerations of time interval, contents of program, rules for activities designed, choices of instructors, communication with parents and fees loading.
Limits of the research and its implications for educational administration, instructions and future research were discussed.

並列關鍵字

special education class ； after-school

參考文獻

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