國中普通班教師對身心障礙學生教學支援需求之研究

Abstract

本研究旨在了解普通班教師對身心障礙學生教學支援需求之實際獲得與期望獲得的情形，並探討兩者之間的差異。研究對象為南部地區五縣市（高雄市、高雄縣、台南市、台南縣和屏東縣）國中普通班級任教師。本研究採用問卷調查法，以研究者自編之「國中普通班教師對身心障礙學生教學支援需求之調查問卷」為研究工具，共得有效問卷214份。 問卷調查所得資料以平均數、標準差、t考驗和單因子變異數分析等統計方法進行處理。本研究結果如下： 國中普通班教師實際獲得的教學支援，屬於中等偏低的程度。在四 個層面中，平均得分由高而低的順序為「行政支援」、「班級經營」、「專業知能」和「課程教學」。 就教師不同的背景和環境變項而言，以男性、曾教導過身心障礙學生的教師、教導學習障礙的教師、在直轄市任教的教師和在中型學校任教的教師實際獲得的教學支援為最多。 國中普通班教師期望獲得的教學支援需求，屬於中等偏高的程度。 在四個層面中，平均得分由高而低的順序為「行政支援」、「班級經營」、「專業知能」和「課程教學」。 在普通班教師實際獲得與期望獲得的教學支援需求之比較中，結果 顯示在全量表和四個層面中，普通班教師期望獲得的教學支援需求均顯著高於實際獲得的教學支援需求。 最後根據本研究結果提出建議，以提供主管教育行政機關、學校行 政單位、特殊教育教師、普通班教師，以及未來研究之參考。

關鍵字：普通班教師、身心障礙學生、教學支援需求Abstract The purpose of this study was to investigate regular teachers’ needs for support in teaching students with disabilities in junior high schools. The major approach of the research was the questionnaire survey. The questionnaire was designed by the researcher and titled as “Regular Teachers’ Needs for Support in Teaching Students with Disabilities in Junior High Schools” . The population of this research consisted of teachers of students with disabilities in junior high schools in Kaohsiung city, Kaohsiung county, Tainan city, Tainan country, and Pingtung country. The total returned questionnaires were 214 for data analysis. The questionnaire data was analyzed by means, standard deviations, independent sample t-test, pair-wise t-test, and one-way ANOVA. The major findings of this study were summarized as follows: The level of actual obtainment of teaching support by regular teachers was a little lower than the average. The order of means for four domains from high to low was “administrative support”, “classroom management”, “professional recognition”, and “curriculum teaching”. The extent of actual obtainment of teaching support was different for regular teachers with various backgrounds. Male, those experienced in teaching students with disabilities, teaching students with learning disabilities, teaching in municipality, and in middle-size schools teachers, in particular, are higher. The degree of anticipant obtainment of teaching support by regular teachers was a little higher than the average level. The order of means for four domains from high to low was “administrative support”, “classroom management”, “professional recognition”, and “curriculum teaching”. There was a significant difference from anticipant and actual obtainment of needs for teaching support by regular teachers, meaning that teachers had high anticipant obtainment level of needs for teaching support whereas achieving much less. Based on the above findings, the researcher addressed some specific suggestions for the education administration, school administration, special education teachers, regular teachers ,and the future study.

Key words : regular teachers, students with disabilities, needs for teaching support