托兒所教保員對融合教育因應方式之研究

本研究旨在探討托兒所教保員對融合教育採取的因應方式，並比較不同背景變項的托兒所教保員在融合教育因應方式上的差異情形。主要研究工具爲研究者自編之問卷調查，作爲蒐集量化資料的工具，並以屏東地區托兒所教保員爲研究對象。將研究所得結果以描述性統計、獨立樣本t考驗及單因子變異數分析等統計方法加以分析。根據資料分析結果，本研究所得的結論如下：1、整體而言，托兒所教保員對融合教育的因應方式，得分情形趨近中等程度。2、在托兒所教保員自評對融合教育因應方式各層面上，依平均數高低排列，由高至低依序爲：心理調適層面、資源運用層面、教學策略層面。3、特教背景、任教經驗、班級身心障礙幼兒類別，對托兒所教保員融合教育的因應方式有顯著差異。最後，研究者根據本研究的結果提出若干建議，以供學前教育機構之參考。

關鍵字

托兒所；融合教育；因應方式

並列摘要

The purposes of this study were to investigate the teachers' coping modes in nursery inclusive class and the differences based on their background variables. A survey questionnaire served as the research instrument for this study. Participants were randomly selected from nursery inclusive class in Pingtung areas. The valid data were analyzed by frequency, mean, standard deviation, t-test, and one-way ANOVA. Major results included: 1. Generally, the nursery school teachers' coping modes of inclusive education were moderate. 2. In the self-evaluation on nursery school teachers, the overall mean value of the three coping modes in teachers' perceptions were rated from high to low as follows: mental adjustments, resources applications, and teaching strategies. 3. Teachers with special education background, teaching experiences, and the categories of children's disability have significant difference on coping modes in inclusive class. According to the study outcomes, some concrete suggestions were brought up as references for preschool settings.

並列關鍵字

nursery school ； inclusive education ； coping modes

國際替代計量

托兒所教保員對融合教育因應方式之研究

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