花蓮地區國小教師對身心障礙類資源班的了解與期望

本研究旨在了解國小教師對身心障礙類資源班的認知與期望，並分析資源教師、普通教師及行政人員問的期望是否有差異。以研究者自編之「資源班認知與期望訪談綱要」進行訪問。訪談對象為花蓮縣內六所設有資源班之學校內的資源教師、普通教師、行政人員，共21人。研究主要結果如下：普通教師及行政人員對資源班的功能及招收對象了解有限；資源教師、普通教師及行政人員對資源教師的角色定位有差異；超過三分之二的普通教師及二分之一的行政人員希望資源教師能提供諮詢服務；資源教師、普通教師及行政人員對資源班應招收的學生類別的期望有差異；資源教師、普通教師及行政人員都認為資源教師和普通教師問應該合作；資源教師、普通教師及行政人員對資源班應達成功能的看法不同；三分之二的資源教師認為資源班並不是幫助特殊學習需求學生最好的方式，所有的普通教師及三分之二的行政人員則認為是；資源教師、普通教師及行政人員對資源方案成功因素歸因的共同點為資源教師的專業能力及教師問的溝通和合作。最後研究者根據研究結果提出具體建議。

關鍵字

身心障礙資源班；資源教師；了解與期望

並列摘要

The purpose of this study was to investigate the elementary school teacher's perceptions and expectations of resource-room program, as well as to analyze whether there was a difference in the perceptions among resource teachers, general education teachers and school administrators in Hualien County. Individual interviews were conducted with 21 elementary school teachers, including 6 resource teachers, 9 general education teachers and 6 school administrators. Semi-structured interview guidelines were designed by the researchers for this study. The main findings are: 1) The knowledge of general education teachers and school administrators on resource-room program is limited. 2) There are different perceptions on the role of resource teachers among three groups of subjects. 3) Most of general education teachers and school administrators hope that resource teachers could provide functional consultations for other colleagues. 4) The majority of interviewee considers a need of collaboration between resource teachers and general education teachers. 5) Most of resource teachers believe that the resource program is not the best way to help the students with special needs. However, the general education teachers and school administrators held a completely opposite opinion. 6) All of the subjects consider that resource teacher's professions as well as the collaboration between resource and general education teachers are important factors contributing the success of resource program. Based on the results of present study, the implications and suggestions for the field practices and future study are also discussed.