澎湖縣國民中小學專任輔導教師與特殊教育教師跨專業合作經驗探討

本研究旨在探討澎湖縣國民中小學專任輔導教師與特殊教育教師跨專業合作之現況與具體做法，以了解輔導領域與特殊教育領域雙師合作的正向經驗與負向經驗。研究結論如下：一、澎湖縣國民中小學專輔教師與特教教師跨專業合作現況（一）、澎湖縣特教發展現況與限制可以從學校面、文化面與政策面分析，各面向相互影響。（二）、專輔教師與特教教師工作內容依學校規模有所差異，全體專輔教師皆須進行發展性與介入性輔導工作，部分小校專輔教師需兼授綜合活動領域輔導課與兼任校內行政；特教教師為進行鑑定、教學、親師生輔導與推動校內外特教業務等工作。（三）、專輔教師與特教教師合作起因共同點來自討論個案狀況，其餘因行政業務與課程教學需求之緣故而有交集。二、澎湖縣國民中小學專輔教師與特教教師跨專業合作之正向經驗（一）、促成專輔教師與特教教師跨專業合作之正向經驗條件與個人特質、地理位置與互動頻率有關。（二）、達成專輔教師與特教教師跨專業合作正向經驗具體做法包含「建立平時的初級預防」與「以個案為中心的互動」。（三）、專輔教師與特教教師從跨專業合作裡得到的收穫為解決個案困境、能提供身心支持與給予自省和專業成長的機會。三、澎湖縣國民中小學專輔教師與特教教師跨專業合作之負向經驗（一）、影響專輔教師與特教教師跨專業合作之負向經驗三要素為「個人理念」、「角色期待」與「專業知能」落差。（二）、專輔教師與特教教師跨專業合作之負向經驗因應為調整溝通方式、年資經歷的淬鍊，以及平時自我專業增能，使雙方的價值觀達到平衡點，成為相互信任與支持的夥伴關係。依據上述研究結果，本研究針對專任輔導教師與特殊教育教師、學校單位、教育主管機關及未來研究提出相關建議。

關鍵字

澎湖縣；專任輔導教師；特殊教育教師；跨專業合作

並列摘要

This study is to explored the current situation and practices of cross-professional cooperation between school counselors and special education teachers in elementary and junior high schools in Penghu. In order to understand the positive and negative experiences of dual-teacher cooperation in the field of counseling and special education. Main findings of this study is briefed as follows: 1. The current situation of cross-professional cooperation between school counselors and special education teachers in elementary and junior high schools in Penghu. (1) The current situation and limitations of the development of special education in Penghu can be analyzed from the school, cultural and policy aspects, and each aspect affects each other. (2) The content of school counselors and special education teachers’ work varies according to the types of school. All school counselors are required to carry out primary prevention and secondary prevention, and some school counselors in small schools need to teach integrative activities area and deal with school administration. Special education teachers carry out identification, teaching, tutoring for teachers and students, and promotion of special education administration. (3) The reason for the cross-professional cooperation between school counselors and the special education teachers is that they discussed the situation of the case, and the other reasons are the administrative business and the teaching needs of the course. 2. The positive experience of cross-professional cooperation between school counselors and special education teachers in elementary and junior high schools in Penghu. (1) The positive experiential conditions that promote cross-professional cooperation between school counselors and special education teachers are related to personal characteristics, geographic location and frequency of interaction. (2) Promoting the positive experience of cross-professional cooperation between school counselors and the special education teachers is to make good use of multiple cooperation strategies, that including two parts: "establishing primary prevention" and "case-centered interaction". (3) The benefits of cross-professional cooperation between school counselors and the special education teachers are to solve the difficulties of individual cases, to provide physical and mental support, and to provide opportunities for self-reflection and professional growth. 3. The negative experience of cross-professional cooperation between school counselors and special education teachers in elementary and junior high schools in Penghu. (1) The three elements of negative experience that affect the cross-professional cooperation between school counselors and special education teachers are the gap between "personal qualities ", "role expectations" and "professional knowledge". (2) The negative experience of the cross-professional cooperation between school counselors and special education teachers should be adjusted to communicate with each other, hardened by seniority experience, and usually self-professional enhancement, so that the values of both parties can reach a balance view and become a partnership of mutual trust and support. Based on these results, this study puts forward relevant recommendations for school counselors and special education teachers, school, educational authorities and futurer research.