普通班教師對特教支持系統的需求關聯性與滿意度研究-以某國小為例

本研究結果從「社會支持理論」來看，普通班教師對特教支持服務是有需求的，而且在物質的、訊息的、情緒的功能上給予正向的肯定。從訪談中可以得知普通班教師對提供協助的方法與將學生抽離當下環境，有比較高的需求與滿意。在問卷資料中則分別發現以下的資料有高度的關聯性，給予個別輔導與提供解決方法、播放影片與提供故事繪本、學生背景資料與學生學習情形、抽象概念以具體方式呈現與結構化教學、個別輔導與提醒等五項。針對協助處理學生行為問題、認識與接納身心障礙學生、身心障礙學生入班前提供的服務、學習問題的解決方法、行為問題的解決方法的這五個支持服務向度中的核心需求分別為：抽離當時環境、提供解決方法和給予個別輔導；播放影片和提供故事繪本；學生背景資料、學生學習情形、學生行為問題、學生與同儕間的關係和學生與家長間的關係；報讀、提醒、結構化教學、抽象概念以具體方式呈現和參與補救教學；提醒、小天使幫忙、獎勵制度、明確的指令和個別輔導。

關鍵字

普通班；特教支持；需求關聯性；核心需求；滿意度

並列摘要

The results of the study to see from the social support theory point of view, the regular class teacher there were demand of the special education support services, and give positive affirmation to the function of substances, message and emotional. There is a highly demand and satisfaction toward the regular class teachers from provide assist way and let the student pulled out of the current environment. There is highly relevant in the questionnaire data were found in each following information, giving individual counseling and provide solutions; play the movie and provides story picture books; Student background information and learning situations; concrete way to present abstract concepts and structured teaching; Individual counseling and reminders. Help deal with student behavior problems; understanding and acceptance of students with disabilities; services provided prior to the class for students with disabilities; solving methods for learning problem; solving methods for behavior problem, the core demand of these five directions of service surpport is pulled out of the prevailing circumstances; providing solutions and giving individual counseling; play the movie and provides story picture books; student background information; student learning situations, student behavior problems, peer relationships; parent-child relationship；read newspaper, remind, structured teaching, concrete way to present abstract concepts; participate in remedial education; remind, help by small angle, reward system, explicit instruction Individual counseling.