新北市國中小階段學習障礙學生鑑定工作現況與需求之調查研究

A Study on Present Situation and Needs of the Identification of Elementary and Junior High School Students with Learning Disabilities in New Taipei City

張彧銘(Yi-Ming Chang)

指導教授 ： 張瓊穗

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2012年)

https://doi.org/10.6846/TKU.2012.01069

摘要

本研究目的在瞭解新北市特教心評教師執行學習障礙鑑定工作的現況及需求。本研究採用問卷調查法，以新北市國中小階段特教心評教師為研究對象，問卷回收之有效樣本共229份。問卷回收所得資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析等統計方法進行分析。研究結果歸納如下：
一、新北市心評教師對執行學習障礙鑑定工作現況的同意程度在「稍微同意」及「同意」之間，在需求部分是屬於「需要」的程度。
二、在分向度的部分，心評教師同意程度最低的是「鑑定工作時間與相關資源」向度，需求最高的向度是「校內篩選與轉介」。
三、在「校內篩選與轉介」向度中，心評教師對普通班落實轉介前介入的情形認同度最低，而最希望經鑑定為疑似身心障礙的學生能列入特教服務的人數；在「資料蒐集與評量工具使用」向度中，心評教師感到最困難的是分析學生在學習障礙鑑定工具中表現的分數，對學習障礙鑑定工具的研習課程有最高的需求；在「綜合研判與安置輔導建議」向度中，心評教師在綜合研判發展性學習障礙時感到困難，並有較高的訓練需求；在「鑑定工作時間與相關資源」向度中，心評教師認為取得評量工具不易，希望教育局能補助各校購置評量工具的經費，並提供心評工作必要施測的公假派代時數。
四、在現況的部分，碩士以上學歷的心評教師對「資料蒐集與評量工具使用」及「綜合研判與安置輔導建議」向度的認同程度高於學士以下學歷的心評教師；特殊教育研究所畢業的心評教師對「綜合研判與安置輔導建議」的認同程度高於特殊教育學分班畢業的心評教師；國小階段的心評教師對「資料蒐集與評量工具使用」向度的認同程度高於國中階段的心評教師；心評年資10年以上的教師對「校內篩選與轉介」向度的認同程度高於6年以下年資的心評老師，而對「資料蒐集與評量工具使用」、「綜合研判與安置輔導建議」兩向度的認同程度高於9年以下年資的心評老師；區級心評教師對「綜合研判與安置輔導建議」向度的認同程度則高於一般心評教師。
五、就需求而言，心評年資10年以上的教師在「綜合研判與安置輔導建議」的需求高於心評年資7-9年的教師；區級心評教師在「資料蒐集與評量工具使用」向度的需求高於一般心評教師。

關鍵字

學習障礙 ； 特教心評教師 ； 鑑定工作

並列摘要

The purpose of this research is to understand the present situation and needs when the Psychological-evaluation teachers in New Taipei City are performing the learning disability evaluation task. This research used questionnaires to perform investigation on psychological-evaluation teachers in New Taipei City, and obtained 229 effective questionnaires. The obtained questionnaires were analyzed through descrptive statistics, t-test, and one-way ANOVA. The research results are concluded as follows:
1. About the learning disability current identification, the psychological-evaluation teachers in New Taipei City have an agreement level between "slightly agree" and "agree", and have a demand level of "need".
2. About the diverse dimension part, the psychological-evaluation teachers have the lowest agreement level on "current identification time and related resources", and have the highest demand level on "in-school filtering and referral".
3. For the dimension of "in-school filtering and referral", the psychological-evaluation teachers have the lowest agreement level on " pre-referral intervention conditions", and they most hope that students whoever are potentially evaluated as physically or mentally disabled can be included as the psychological education receivers. For the dimension of "information collection and use of evaluation tools", the psychological-evaluation teachers are most troubled by the analysis of students' scores in the learning disablility evaluation tools, and they have the highes demand level on "study courses of the learning disablility evaluation tools". For the dimension of "comprehensive judgement and counselling arragement and suggestions", the psychological-evaluation teachers feel the difficulty when they are comprehensively judging the developmental learning disabilities, and they have a higher demand level on "training". For the dimension of "current identification time and related resources", the psychological-evaluation teachers think that it is difficult to obtain evaluation tools, and hope that the education bureau can fund the evaluation tools and provide sufficient leave hours for statutory reasons when there is need to perform psychological assessment tasks.
4. For the present condition,psychological-evaluation teachers with degrees above master have a higher level of agreement on the dimensions of "information collection and use of evaluation tools" and "comprehensive judgement and counselling arragement and suggestions" when compared with psychological-evaluation teachers with degrees below bachelor.
Secondly, psychological-evaluation teachers with degrees of special education graduate school have a higher level of agreement on the dimensions of " comprehensive judgement and counselling arragement and suggestions" when compared with psychological-evaluation teachers with degrees of special education credit class.
Thirdly, psychological-evaluation teachers of elementary schools have a higher level of agreement on the dimensions of "information collection and use of evaluation tools" when compared with psychological-evaluation teachers of junior high schools.
Fourthly, psychological-evaluation teachers with service years higher than 10 have a higher level of agreement on the dimension of "in-school filtering and referral" when compared with psychological-evaluation teachers with service years less than 6, and have a higher level of agreement on the dimensions of "information collection and use of evaluation tools" and "comprehensive judgement and counselling arragement and suggestions" when compared with psychological-evaluation teachers with service years less than 9.
In addition, district psychological-evaluation teachers have a higher level of agreement on the dimensions of "comprehensive judgement and counselling arragement and suggestions" when compared with general psychological-evaluation teachers.
5. As far as demand is concerned, psychological-evaluation teachers with service years higher than 10 have a higher level of demand on the dimensions of "comprehensive judgement and counselling arragement and suggestions" when compared with psychological-evaluation teachers with service years between 7 and 9. Besides, district psychological-evaluation teachers have a higher level of demand on the dimensions of "information collection and use of evaluation tools" when compared with general psychological-evaluation teachers.

並列關鍵字

Learning disabilitiy ； Psychological-evaluation teacher ； Current identification

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