學前普通班教師與巡迴輔導教師建立協調合作諮詢模式之行動研究

The Establishment of the Collaborative Consultation Model between Preschool General Education Teachers and Special Education Itinerant Teachers: An Action Research

林惠秋(Hui-Chiu Lin)

指導教授 ： 康雅淑

中原大學/人文與教育學院/特殊教育研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600442

摘要

摘 要
本研究採用行動研究的方式，建構學前普通班教師與巡迴輔導教師的協調合作諮詢模式，並探討協調合作諮詢模式對發展遲緩幼兒學習和行為的改變，以及對學前普通班教師、巡迴輔導教師、發展遲緩幼兒家長的影響。研究結論如下：
ㄧ、學前普通班教師、巡迴輔導教師、發展遲緩幼兒家長的合作現況與困境，包括巡迴輔導時間與次數的不足、融合教育配套措施不周全、教育理念的不同、特教專業知能的不足。
二、學前普通班教師、巡迴輔導教師、發展遲緩幼兒家長的需求，包括增加巡迴輔導時數與次數的需求、完善融合教育配套措施之需求、教育理念的一致性之需求、提升教師與家長特教專業知能之需求。
三、根據上述困境和需求，初擬「學前普通班教師與巡迴輔導教師的協調合作諮詢模式」並執行。過程中，透過發現問題、解決問題的循環，再次修正協調合作諮詢模式之內涵，成為正式的「學前普通班教師與巡迴輔導教師的協調合作諮詢模式」。
四、協調合作諮詢模式的執行成效
(一)普通班教師與巡迴輔導教師、家長合作與溝通討論的頻率增加，對發展遲緩幼兒的輔導時間增加，其態度亦從被動等待協助轉換成積極主動尋求協助。
(二)巡迴輔導教師與普通班教師、家長之間合作關係更加密切，且較能整合特教資源以發揮最大效果。
(三)發展遲緩幼兒家長與普通班教師、巡迴輔導教師溝通討論分享次數增加，親師關係密切互動頻繁。與普通班教師配合度提高，亦較能積極參與發展遲緩幼兒的學習活動，其教養觀念與態度亦有明顯的改變。
(四)經過一學期協調合作諮詢模式的介入，發現發展遲緩幼兒的學習能力、行為問題、學習態度皆有改善。
關鍵詞：學前普通班教師；學前巡迴輔導教師；發展遲緩幼兒；協調合作諮詢

關鍵字

學前普通班教師；學前巡迴輔導教師；發展遲緩幼兒；協調合作諮詢

並列摘要

Abstract
This research, adapting the action research method, tried to construct a “Collaborative Consultation Model” by involving both early childhood general educators and itinerant teachers. It further explored how this model effected the learning and behaving process of the child with developmental delays and the impact it had towards early childhood general educators, early childhood itinerant teachers, and the parents of the child with developmental delays under the“Collaborative Consultation Model” . The major findings were the following:

1.The current situation and predicament included the insufficiency of time and frequency of the special education itinerant, the incompleteness of combinations of integrated education, the difference in educational philosophy, and the lacking of the professional knowledge.
2.The needs included the increase of time and frequency in special education itinerant, the completion of the integrated education combination, the consistency of educational philsophy, and the increasing of knowledge in special education towards teachers and parents.
3.According to the predicament and needs, basicly elaborated “Collaborative Consultation Model between Preschool General Education Teachers and Special Education Itinerant Teachers” then conducted it. Through the process, to find the problems and to slove the cycle of the problems, then revised the “Collaborative Consultation Model” and established “Collaborative Consultation Model between Preschool General Education Teachers and Special Education Itinerant Teachers”
4.The conduct efficient of the “Collaborative Consultation Model” included:
(1)Early childhood general educators, itinerant teachers and parents increased frequency of cooperation and communication discussion. Increased counseling time of the child with development delays. Attitude transitioned from passively waiting for assistance to actively seek help.
(2)The cooperation relation between early childhood general educators, itinerant teachers and parents were closer and better able to integrate special education resources to maximum effect.
(3)The parents of the child with developmental delays increased closed the frequency of communication with teachers in discussing, sharing, and also relatively participated actively in learning activities with the child.
(4)After a semester of coordination and collaborative consultation model, it found the child with development delays has improved her learning ability, and her behavior problems has decreased.

Keywords: early childhood general educators；itinerant teachers；child with developmental delays；collaborative consultation

並列關鍵字

early childhood general educators；itinerant teachers； child with developmental delays；collaborative consultation

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