特殊幼兒融合教育的社會互動、教師課程及教學之研究

本研究的目的是要瞭解幼稚園教師對其班級中特殊幼兒接受融合教育的評定和差異情形，具體來說，本研究是要分析特殊幼兒接受融合教育情形，包含特殊幼兒的社會互動和教師的課程及教學，其中社會互動指的是同儕互動、師生互動和親師互動；本研究並進一步探究不同因素對幼稚園教師在評定融合教育實施情形的差異情形爲何。本研究採用調查研究法，研究對象爲全國公私立幼稚園班級中有特殊幼兒之教師，包含公立幼稚園教師37名及私立幼稚園教師83名，共計120名。本研究以問卷調查方式進行，研究工具爲研究者自編之李克氏五點量表「特殊幼兒融合教育問卷」，問卷共分爲兩個部分：問卷內容和教師基本資料，問卷內容經過專家效度、預試後的項目分析及因素分析，問卷內容共有35題並分爲五個成份，包含同儕互動、師生互動、親師互動、課程和教學。本研究以次數、百分比、平均數、標準差、T檢定及單因子變異數分析來分析資料，研究結果顯示：一、特殊幼兒融合教育的社會互動：幼稚園教師對特殊幼兒在融合教育的社會互動評定正向，依評定高低順序爲親師互動、師生互動、同儕互動。二、融合教育的課程與教學：教師對其融合的課程與教學評定趨於正向，教師評定教學向度高於課程向度，此外，教師在課程調整或是個別化教學的執行有其困難。三、差異程度：不同因素對幼稚園教師評定融合教育的差異情形如下（一）不同幼稚園屬性教師在評定融合教育實施情形沒有顯著差異。（二）任教區域不同的幼稚園教師在評定融合教育實施情形在教學向度中有顯著差異：南區教師在教學向度的評定高於北區教師。（三）不同幼教背景的幼稚園教師在評定融合教育實施情形在各向度皆無顯著差異。（四）不同特教背景的幼稚園教師在評定融合教育實施情形在各向度皆無顯著差異。（五）班級中特殊幼兒的障礙類別和程度並未影響教師評定融合教育。

關鍵字

幼稚園教師；社會互動；特殊幼兒；學前融合教育；課程與教學

並列摘要

The purpose of this study was to examine early childhood inclusive education. A researcher-made questionnaire was conducted to examine how inclusive early childhood education teachers viewed the social interaction of young children with special needs and teachers' teaching and curricula. The total subjects were 120 kindergarten teachers whose class had young children with special needs. Furthermore, a qualitative research method was used, including some participant observations and interviews with teachers/parent. A descriptive analysis was used to survey the inclusive quality. In addition, some ANOVA analyses and the related post hoc analyses were used to investigate the differences between groups of teachers. The instrument of this study was five-point Likert's scale questionnaire, included 35 items. These items were divided into 5 dimensions, including peer interaction, teacher-child interaction, parent-teacher interaction, teaching and curricula. The results as followings: 1. The teachers whose class had young children with special needs ranked that the social environment of young children with special needs was moderately positive. The results showed teacher-parent interaction was scored higher than teacher-child interaction and peer interaction. The peer and teacher-child interactions were common, however the duration was short. In addition, parent was expected to increase her participation. 2. The teachers of this study held a moderately positive perception toward their teachers' teaching and curricula. Teachers had some difficulties making adjustments in inclusive curricula and teaching strategies. 3. There was a significant difference between teachers from Northern Taiwan and teachers from Southern Taiwan in the dimension of teacher's teaching.