臺中市融合幼兒園教師對教師助理員入班協助之調查

本研究旨在瞭解幼兒園進行融合教育時，教師對教師助理員的角色期望與角色實踐之間的關係，以及不同背景變項之教師對教師助理員在入班成效及困境挑戰之看法差異性。本研究採問卷調查法，自編「臺中市融合教育教師助理員協助之調查問卷」，於2017年9月以臺中市公立幼兒園教師為對象進行調查，共發出165份，回收有效樣本148份，回收可用率達89.70%。所得資料採描述性統計、相依樣本T檢定、單因子變異數等統計方法進行分析。經歸納研究分析結果，獲致以下結論：一、幼兒園教師對教師助理員具有「高度」之角色期望與角色實踐。二、教師對教師助理員不論是整體或是分層面上，角色期望均高於角色實踐，且在進行差異分析是有達到顯著差異。三、幼兒園融合校育教師對教師助理員入班成效在個人照顧方面會因為學生障礙程度的不同而有顯著的差異。至於其他不同背景變項之教師對教師助理員在入班成效及困境與挑戰之差異情形則均顯示未達顯著差異。四、臺中市幼兒園教師對教師助理員所遇到的困境與挑戰所提供的相關意見與建議中，大致可以分為以下五方面：（一）教學現場：希望能聘用有經驗及時數足夠的教師助理員。（二）專業訓練：提升教師助理員的專業能力。（三）時數申請：行政作業繁雜，時數核定太慢，而且給予有相當大的問題。（四）教育行政單位：希望提供教師助理員相關資訊，並建立其人才資料庫。（五）其他：找尋教師助理員所遇到的困境。最後根據以上研究結果，針對教育行政單位、學校行政單位、未來研究者，提供若干建議，期望對未來融合教育有所助益。

關鍵字

融合教育；教師助理員；特殊需求幼兒

並列摘要

In this study, we explored the relationship between teacher’s expectation towards the teacher assistant’s role and the actual fulfillment of that role when implementing inclusive education in kindergartens, as well as the difference in perception of teachers with different backgrounds toward the teacher assistant’s class performance and challenges. In this study, we used the questionnaire survey method and produced the “Taichung City Inclusive Education Teacher Assistant Questionnaire”. A total of 165 questionnaires were issued in September 2017 to Taichung City public kindergarten teachers. Overall, 148 valid samples were recovered a recovery rate of 89.70%. Descriptive statistics, paired sample t-test, and one-way ANOVA were used to analyze the collected data. After compiling the research analysis results, the conclusions of this study are as follows: 1. Kindergarten teachers have high expectations towards the role of the teacher assistant and fulfillment of these roles. 2. Regardless of overall perception or for different specific dimensions, the teachers’ expectations toward the roll of the teacher assistant are higher than that for actual role fulfillment. Difference analysis show that the differences are significant. 3. Kindergarten inclusive education teachers have significantly different perception of the teacher assistants’ performance in individual care depending on the level of the student’s disability. Teachers with different backgrounds do not show significant differences in their perception of teacher assistants’ class performance and challenges. 4. Opinions and recommendations of Taichung City kindergarten teachers for teacher assistants regarding difficulties and challenges can be divided into the following five dimensions: (1) Teaching site: Teachers hope to hire experienced teacher assistants with sufficient hours. (2) Professional training: Teachers hope that teacher assistants’ professional abilities can be improved. (3) Hours applied for: Administrative work is complex and the approval of hours is too slow, and there are significant problems in the granting of hours. (4) Education administration institutions: Teachers hope the institutions can provide information related to the teacher assistant and establish a personnel database. (5) Other: Difficulties encountered in search of teacher assistants. This study also provides recommendations to education administration agencies, school administration institutions, and future researchers based on the aforementioned research results. We hope the recommendations will be beneficial to inclusive education in the future.