特教不特殊—偏遠地區巡迴輔導之行動研究

Abstract

本研究以質性取向的行動研究為研究設計，研究者以特教巡迴輔導的角色實際行動，以自然國小為研究場域，學校裡特殊教育需求學生及學校相關人員為研究參與者，透過探究特殊學生在自然國小學習的經驗歷程、教師因應特殊學生在普通班學習所發展的策略與遭遇之困境，進而試發展偏遠地區國民小學巡迴輔導服務內容與方式。 研究過程中以研究札記、輔導日誌、討論記錄、訪談記錄、文件檔案等方式收集資料。 行動在主人翁莉琪從集中式特教班轉學回學區內自然國小開始，在進入自然國小後，研究者並發現另一位特殊需求學生晴玟，研究者以幫助兩位主角在普通班的學習參與為目的，歷經入班觀察與協助、入班教學、抽離個別教學、諮詢服務及提供學校行政支持等介入。 行動之外，研究者描述行動場域內觀察所見並進行反思：融合情境下的學習與困境、政策落在基層後徒具形式、教師的習得無助。 研究結論提出偏遠地區巡迴輔導可以嘗試進行的不同方式及影響特殊生在普通班學習參與的的核心關鍵。The purpose of the study is to develop the itinerant service/working model of the itinerant special education teacher. The study is based on the method of the participatory action research in an elementary school located in the remote area of the New Taipei City. The subjects are the researcher as an itinerant special education teacher, the students with disabilities and the concerned school staffs. The data is collected by the research diaries, the working logs, the record of the discussions, the interviews, and the documents. The subject M, used to be in a special class, is now included in a general class. Working with M and the other subject C, the researcher helped these subjects participate in the classrooms by the in-sight observation and assistance, teaching in the classroom, the pull-out teaching, the consultation, and the administrative support etc. The researcher recorded the observations and made reflections on the record and the process. These reflections include the learning and dilemma of the inclusion, the gap between the policy and practice, and the helpless of the teachers. Based on the abovementioned results, the conclusion are drawn and the recommendations of future studies and applications are proposed.