國小普通班教師參與個別化教育計畫會議現況及相關因素之研究

Abstract

摘 要 本研究旨在探討北部地區國小普通班教師參與個別化教育計畫會議之現況，並進一步探討國小普通班教師對個別化教育計畫的認知程度及參與個別化教育計畫會議的相關因素，包括參與過程、參與程度、對會議的滿意度及參與會議所面臨的困難。本研究採問卷調查法，以研究者自編之「國小普通班教師參與個別化教育計畫會議現況及相關因素調查表」為研究工具，並以台北市、台北縣、桃園縣、新竹市、新竹縣和苗栗縣的公立國民小學中曾經教過或任教班級中有身心障礙手冊的學生之合格普通班教師為研究對象（N＝442）。研究結果如下： 一、國小普通班教師參與IEP會議之現況及相關因素整體分析來看是中等偏高程度。在各分量表的分析中發現國民小學普通班教師對IEP的認知得分最高，其次是參與IEP過程方面。 二、整體而言，國民小學普通班教師參與IEP會議會因年齡的不同而有顯著差異。在性別、學歷背景、特殊教育背景、任教年級、任教地區、學校規模和任教普通班教學年資沒有顯著差異。 三、IEP的認知、參與IEP會議的過程和參與IEP會議的滿意度對參與IEP會議程度有預測力。其中以參與IEP會議的過程的預測力最高。 根據研究發現，針對學校行政機關、國小普通班教師及未來研究提出建議，期能推動普通班教師參與個別化教育計畫會議之參考。A Study on Regular Class Teacher’s Participation in Individualized Education Plan Meeting in Elementary Schools

Abstract The purpose of this study was to investigate the present status of participation of regular class teachers in Individualized Education Plan meetings and relevant factors. The regular class teachers who worked in the public elementary schools and had taught the disabled students before or now in the six counties or cities of the northern Taiwan were involved as subjects. The research tool was the “Questionnaire on the Investigation of the Participation of Regular Class Teachers of the Present Status and Relevant Factors of Individualized Education Plan Meetings”. In total, 442 questionnaires were sent out, and 309 valid questionnaires were returned. Based on the result of this research, findings were as follows: 1. The “overall effect in the present status of the participation” in terms of attitude toward the Individualized Education Plan Meeting is positive. Both the “IEP perception” domain and the “participation process” domain is higher than the others. 2. There were significant differences in “age” of participation among regular class teachers in the Individualized Education Plan Meeting. 3. The “IEP perception”, “participation process” and “participation satisfaction” of the regular class teachers toward “participation attitude” can explain 63.2% variance of the participation, and the “participation process” domain assumes a better forecast effect. Further discussion was made on the basis of the previous findings, and suggestions on the administrational agency, regular class teachers, special teachers and future research were offered.