一位資深特教老師關注拒學議題之研究

Abstract

本研究以「身心障礙學生拒學行為」為質性研究的主體，邀請一位長期關注拒學議題的資深特教教師作為研究的參與者，研究方法以半結構訪談大綱進行深度訪談為主並以文件蒐集為輔，旨在從實務經驗中瞭解拒學行為特徵及有效的處理策略。研究結果為以下三點：一、教育現場對「拒學行為及其處理方式」應有的認識：1.遲到、請假的頻率越來越高，即為拒學行為的先兆；當先兆發生時，學校應能辨識並及早介入。2.拒學行為的發生，通常顯示學生適應技巧出現困難，除減緩壓力源、諮商談話之外，適度提供相對應行為的教導更為重要。3.拒學學生的行為進步、退步相間出現，是正常的歷程，助人工作者應持續給予支持。二、正向行為支持三級預防措施，可有效辨識和介入拒學行為：1.透過普特合作，落實IEP並檢視學生適應狀態。2.應更敏銳地對當下及初次發生的拒學行為皆進行功能評量；「前事處理」及「行為訓練」策略的效果較佳。3.當拒學行為已超出學校處理的範疇，應尋求校外專業資源。三、家庭、學校及專業系統的合作，可更有效地處理拒學行為。1.親師互動時，需建立關係並取得信任；且需視家長個別狀況採用「滿足需求」、「替代親職角色」等策略處理親子議題。 2.處理拒學時，行政單位應積極給予人力、財力及物力的支持。 3.應依學生及家庭的個別需求，尋求適配的專業系統合作。 根據研究結果，研究者建議教育現場老師宜對拒學行為有更清楚的瞭解；對拒學行為的軌跡、脈絡能清楚掌握，即能發展出適切的介入方式，並建議行政單位能積極辦理拒學行為相關知能的研習。最後，依研究限制，對未來研究提出建議。This study focuses on"school refusal behavior in students with disabilities" as the subject of qualitative research. A senior special education teacher with a long-standing interest in school refusal issues was invited to participate in the research. The primary method of data collection was in-depth interviews using a semi-structured interview guide, supplemented by document collection. The aim was to understand the characteristics of school refusal behavior and effective strategies through practical experience. The research findings were as follows:This study focuses on"school refusal behavior in students with disabilities" as the subject of qualitative research. A senior special education teacher with a long-standing interest in school refusal issues was invited to participate in the research. The primary method of data collection was in-depth interviews using a semi-structured interview guide, supplemented by document collection. The aim was to understand the characteristics of school refusal behavior and effective strategies through practical experience. The research findings were as follows:1.Educational settings should have an understanding of"school refusal behavior and its intervention." ●The increasing frequency of tardiness and absences can be indicative of the precursor to school refusal behavior. When these precursors occur, schools should be able to identify them and intervene promptly. ●School refusal behavior often indicates difficulties in student adaptation skills. In addition to reducing sources of stress and counseling, providing appropriate behavioral instruction is crucial. ●It is normal for school refusal students toexperience periods of progress and regression repeatedly. Helping professionals should provide continuous support.2. Positive behavior support through three-tiered prevention measures can effectively identify and intervene in school refusal behavior.●Implementing IEPs and reviewing student’s adaptation status through collaboration among regular teacher.●Conducting functional assessments for current and initial occurrences of school refusal behavior more sensitively. Antecedent strategy and instructional strategy are more effective.●When school refusal behavior exceeds the scope of school handling, seeking external professional resources is necessary.3. Cooperation among families, schools, and professional systems can effectively intervene in school refusal behavior.●Building relationships and gaining trust during parent-teacher interactions. Using strategies such as"meeting needs" and "substituting parenting roles" to address parent-child issues based on individual parent situations. ●Administrations should actively support school refusal students with human resources, financial resources, and material resources when intervening. ●Seeking collaborative professional systems tailored to the individual needs of students and families. Based on the research findings, researcher suggests that educators in educational settings should have a clearer understandingof school refusal behavior. By understanding the trajectory and context of school refusal behavior, educators can develop appropriate intervention methods.Researcher also recommend that administrative units actively organize training sessions to enhance their knowledge and skills related to school refusal behavior. Finally, considering the limitations of the study, a suggestion is made for future research directions.