高中職不分類巡迴輔導現況、困境之研究-以花蓮縣為例

本研究旨在研究瞭解花蓮縣高中職不分類巡迴輔導工作現況、困境，及整體計畫運作之滿意度。本研究採質性研究，以自編訪談大綱為研究工具，透過半結構式訪談，在研究中使用多重證據來源搜集資料進行分析、討論。本研究訪談對象共計 6 位，為實際參與高中職不分類巡迴輔導計畫之 2 位巡迴輔導教師、2 位特教業務承辦人、2 位普通班教師。本研究結果如下：一、高中職不分類巡迴輔導現況 1、教學評量：以學障居多﹔依學生需求安排服務時數、課表及課程內容﹔直接教學需求大於間接服務﹔以小團體教學或是一對一教學為主﹔巡迴輔導教師多以搜尋網路相關特教資源，進行改編或自編教材。 2、合作諮詢：提供特教行政業務的諮詢、學生學習及行為問題、班級經營或輔具的使用等﹔以面對面諮詢服務為主，其他相關人員則是透過會議溝通﹔為非到校時間以辦公室電話或通訊軟體 LINE 為主，並設有群組可即時通話、傳達訊息、照片、檔案。 3、行政支持：原編制學校核准公假、補助交通費、提供教材教具採購及每月固定召開工作會議；服務學校支援學生提報申請、協調上課時間、學生課務公假、安排上課教室位置、掌握學生出缺席、課務調整通知等。 4、交通狀況：交通工具為汽車或機車；交通時間每周需 4 小時左右，交通費補助以公車計價，無其他相關補助。二、高中職不分類巡迴輔導困境 1、專業知能：巡迴輔導教師對情障、學障學生教學經驗不足，難以迅速提供合適教材、教學策略、行為問題處理﹔普通班教師沒有專業背景，難掌握不同障別、差異性大的學生在教學、評量、鑑定、輔導都造成困擾。 2、教學評量：時數安排、排課不易、巡迴輔導時間有限、關係建立不易、學生個別差異大、備課方向不同，備課耗時、普通班教師無法對特教生課程、教學調整，需藉由巡迴輔導給予特教生實質的幫助。 3、合作諮詢：對象以特教業承辦人居多，其他處室、導師或家長合作諮詢比例偏低、甚至不知有巡迴輔導支援；各校對高中職巡迴輔導計畫感到陌生、複雜的申請流程，各校送件數量低，巡迴輔導教師在推動執行上備感壓力及困難，導致合作上造成雙方壓力。 4、行政支持：原編制學校及國教署對巡迴輔導班的支持不足。 5、交通問題：交通經費核銷標準，不敷實際油資﹔服務學校無提供停車，需花費更多時間在尋找停車位，增加交通時間。 6、親師合作：一般高中職特教資源較少，在 IEP 或相關鑑定上會因為普通教師經驗不足，產生困擾；家長支持度偏低。 7、其他困境：學生參與意願低；各校接受巡迴輔導服務之學生比例依舊偏低；教學品質跟服務量之兩難。三、高中職不分類巡迴輔導滿意度在多重資料來源，研究參與者所提供之資料，比對本研究結果，在IEP 擬定與執行、教學及輔導、服務情形、服務計畫四項度之滿意度結果相符，大致落在「非常滿意」至「滿意」區間。在每項最高得分為 5分標準下，此次研究得分在 4.3~4.6 分。在無法提供各校均有特教教師員額的狀況下，高中職巡迴輔導計畫有它存在的價值與必要性。根據研究結果提出建議，行政主管機關、巡迴輔導教師所屬學校、與未來研究之參考。

關鍵字

困境；高中職不分類巡迴輔導；現況；滿意度

並列摘要

The purpose of this research was to study the current situation, difficulties and satisfaction of the cross-categorical itinerant counseling of vocational high school in Hualien County. An edited interview outline was used as the research tool in this qualitative research. Semi-structured interviews and multiple sources of evidence were used to collect informations for analysis and discussion in the research. There were 6 interviewees in this research, including 2 itinerant teachers, 2 special education affair responsible teachers, and 2 ordinary class teachers who actually participated in cross-categorical itinerant counseling plan of vocational high school in Hualien County. The results of this study were as follows: 1. Current situation (1) Teaching and evaluating The most of served students were learning disabled. The number of service hours, timetables and course content were arranged according to the needs of students. The demand for direct teaching was greater than indirect services. Small group teaching or one-to-one teaching were the mainly format. Searching related special education resources in internet, editing textbooks or compiling textbooks were mostly ways used by itinerant teachers for preparation of teaching materials. (2) Cooperative and consultation Providing consultation on special education administration affairs, learning and behavior problems of students, class management or uses of assistive devices, etc. were main items. Face-to-face consultation was the main ways of communication. Other relevant was communicated through meetings. Phone or communication software LINE was the mainly ways of communication in non-service time. There was a group in LINE for communication through calls, messages, photos, and files. (3) Administrative supports Support of original school included approving official leave, providing transportation allowance and teaching materials, holding regular work meetings every month. Support of served school included submitting student applications, coordinating time table, approving official leave of student, arranging classroom, monitoring student's absence, noticing class adjustment, etc. (4) Traffic conditions The means of transportation were cars or motorcycle. Transportation time took about 4 hours per week. Transportation allowance was valued by the bus fee. There was no other related allowance. 2. Difficulties (1) Professional knowledge and ability Itinerant teachers had insufficient teaching experience for students with emotional or learning disabilities. It is difficult to quickly provide suitable teaching materials, teaching strategies, and behavioral problem intervening. Ordinary class teachers had no professional special education background, and it is difficult to handle students with disabilities and large differences. It caused troubles in teaching, assessment, identification, and counseling. (2) Teaching and evaluation Itinerant teachers had difficulties in number of service hour arrangement, class arrangement, limited time for itinerant teaching, difficult to establish relationships, large individual differences among students, different lesson preparation directions, time consuming preparation of lessons. teachers were unable to adjust the courses. Substantive help was given to special needed students through itinerant teaching. (3) Cooperation and consultation Itinerant teachers mostly held cooperation and consultation with special education affair responsible teachers. The proportion of other offices, ordinary class teachers or parents was low. They even did not know that there is itinerant counseling support. Unfamiliar with itinerant counseling support and complicated application process caused the low application number. Itinerant teachers had pressure and difficulty in promoting implementation which caused pressure on both sides in cooperation. (4) Administrative support The original school of itinerant teacher and the K-12 Education Administration did not provide sufficient support for the itinerant class. (5) Traffic problems The standard for traffic allowance did not meet the actual fuel expenses. The service school did not provide parking services. Need to spend more time looking for parking spaces and increase traffic time. (6) Parent-teacher cooperation Special education resources in general vocational high school were insufficient. The IEP or related identification meeting caused problems due to the lack of experience of ordinary teachers. Support of parents were low. (7) Others Students have low willingness to learn. The proportion of students receiving itinerant counseling services in each school was low. The quality of teaching and the amount of services faced a difficult choice. 3. Satisfaction Comparing the results of this research with the data provided by the research participants in multiple data sources, the of satisfaction results in IEP formulation and implementation, teaching and counseling, service situation, and service plan were consistent, and roughly fell within the range of "very satisfied" to "satisfied". With a maximum score of 5 points for each item, the score in the study was between 4.3 and 4.6 points. Under the condition that each school could not provide special education teachers, the itinerant counseling of vocational high school program had its own value and necessity. Based on the above research results, recommendations are put forward , for the administrative authorities, the schools of the itinerant teachers, and reference for future research.