高中職推動普通班身心障礙學生同儕輔導實施現況之研究

Abstract

本研究旨在探討高中職推動身心障礙學生同儕輔導實施現況與困境。本研究採調查研究法，以研究者自編「高中職推動普通班身心障礙學生同儕輔導實施現況調查問卷」為研究工具，對實際具有推動同儕輔導資歷之教師進行問卷調查。共寄出104份問卷，回收後有效問卷為100份，所得資料以描述性統計、t考驗、單因子變異數分析與卡方考驗等進行統計分析，研究結論如下： 一、高中職普通班有安置身心障礙學生者，六成八學校有實施同儕輔導，對於實施考量要素大多數持「同意」以上看法，認為同儕輔導員應被要求遵守受輔者的隱私及保密權的得分最高。 二、多數教師選擇具備良好人格特質、自願性的同儕輔導員，一對一協助同班級內的身心障礙學生，任務內容以陪同受輔者課堂間轉換、協助生活自理為主。 三、大多數教師重視同儕輔導員與受輔者間有效溝通，部分教師安排1小時實務討論以訓練同儕輔導員瞭解身心障礙學生特質與相處知能，並採每月1次面談督導。 四、推動困境以缺乏相關培訓資訊、進修研習機會為最。 五、不同職務教師對同儕輔導員安排、方案規劃有差異，特教教師在協助安排的身心障礙學生數、安排同儕輔導員訓練、督導同儕輔導員人數之百分比明顯高於一般教師。 六、不同推動資歷、輔導專業背景對方案規劃有差異。 七、不同學校類型、不同合格特教教師編制對同儕輔導員安排有差異，其中為3位以上身心障礙學生安排同儕輔導員之高職組百分比高於高中組；實施同儕輔導學校之有編制特教教師百分比明顯高於無編制者。 本研究根據研究結論提出建議，供教育行政機關及未來研究作參考。The study investigated implementation of peer helping for senior or vocational high school students with disabilities in regular classes, along with the difficulties they encountered. A self-developed, “The implementation of peer helping for senior high school students with disabilities in regular class questionnaire,” was used to collect data. The subjects of the study were teachers who participated in peer helping programs in their own schools. A total of 104 questionnaires were sent out and 100 valid reports were returned. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, and Chi-square test. Results showed that: 1. Sixty-eight percents of schools with disabled students in regular classes use peer helping programs. Most teachers agreed with the elements of peer helping, and the highest level was that they asked peer helpers to comply with helpees' privacy and confidentiality. 2. Most teachers focused on peer helpers' personalities and willingness. The peer helpers work one-to-one to help their disabled classmates in class, such as companying them to walk from one classroom to another, and assist their daily living, which are often the two main tasks. 3. Most teachers emphasis on effective communication between peer helpers and helpees. Some teachers arranged one-hour substantive discussion to train the peer helpers' knowledge on characteristics of disabled students and how to get along with them. In addition, the peer helpers were interviewed by teachers once a month. 4. The major difficulty teachers encountered was lack of training information and learning opportunities. 5. Significant differences can be found in the arrangement and planning of peer helping with teachers of various positions. The percentage of special education teachers arranging for the number of students with disabilities, peer helpers’ training, and supervision of peer helpers was significantly higher than general education teachers. 6. According to teachers’ different participating years in peer helping and various professional counseling backgrounds, the planning of peer helping differed. 7. In terms of school types and qualified special education teachers, the arrangement of peer helpers varied. The percentage of vocational high schools arranging peer helpers for three or more students with disabilities was higher than that of senior high schools; The percentage of schools with special education teachers using peer helping was much higher than those without special education teachers. According to the findings and conclusions, suggestions were proposed for educational practices and further research.