研究生: |
蘇燕華 Yen-Hua Su |
---|---|
論文名稱: |
融合教育的理想與挑戰---國小普通班教師的經驗 Challenges of Inclusive Education: Experiences from Regular Classroom Teachers |
指導教授: |
王天苗
Wang, Tian-Miao |
學位類別: |
碩士 Master |
系所名稱: |
特殊教育學系 Department of Special Education |
論文出版年: | 2000 |
畢業學年度: | 88 |
語文別: | 中文 |
論文頁數: | 161 |
中文關鍵詞: | 融合教育 、身心障礙學生 |
英文關鍵詞: | inclusive education, disabled students |
論文種類: | 學術論文 |
相關次數: | 點閱:257 下載:99 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究以十二位台北市國小普通班教師為研究對象,採深度訪談法收集教師的融合教育經驗及想法。研究的主要結果如下:
一、 初接有身心障礙學生的的班級時,有些教師因為具有特教專長與相關經驗、遵守學校規定、視為學習挑戰或具人文關懷等心態而表示願意接受,有些教師則因不具特教背景、擔心工作負擔加重、準備不及等因素而感到擔憂、抗拒或被動接受。
二、 教師面臨在教學、學生教育權和教育成效方面的兩難考驗:
1. 教學方面:雖然教學本該以學生需求做調整,但因課程統一進度、團體式教學、班級人數過多、教材教具缺乏、學生能力太弱或普通學生家長質疑等因素而面臨困難。
2. 教育權爭論方面:雖有老師認為無論何種情形都該保障身心障礙學生的教育權,但大多數老師認為如果身心障礙學生表現嚴重傷害或干擾行為,應該限制其就讀普通班權利,以保障普通學生的權益。
3. 教育成效得失方面:有教師相信融合教育有助於身心障礙學生的社會適應與學業學習,而且對普通學生的影響是正面多於負面。但是教師也反應融合的結果會造成同儕的互動質量不佳、學業進步有限的情形。因此,有教師認為有些障礙學生適合就讀特殊班。
三、 教師採取的因應方法:
1. 心理層面:努力做好認知調適或心理調適。有些教師基於尊重個別差異、障礙學生也有學習潛能、及教師對障礙學生負有教育責任且可勝任,而產生持續努力的動力,但有教師則依然認為沒有特教背景而難以勝任。
2. 教學策略方面:包括建立良好師生關係、提供學生參與的機會、展現學生個人的價值、注意特殊性與平常心看待之間的拿捏,並適性的調整教學、運用靈活應變的處遇策略等。
3. 資源運用方面:包括同儕、家長、特教教師、學校同仁、巡迴輔導教師與職能治療師等相關專業人員,以及實習教師、義工、普通學生家長、他校教師等人力資源,並希望增加助理人員及陪讀工讀生。其中,有些發揮支援效果,成為實施融合教育的助力,有些卻沒有發揮成效,成為阻力。
四、 融合教育帶給教師的意義:由於師生相處快樂、學生進步所得的成就感、增進對特教領域的瞭解、學習新的教學技巧以及激勵自己專業成長,教師獲得對融合教育的正面看法,而且能加深體會公平的定義,更珍惜生命,勇於主動為學生爭取權利。有的教師則反應出無力感、無助感與愧疚感等負面心境。
五、 教師對融合教育的期許:肯定融合教育的理想,但須在考量學生個別情形下,再決定融合教育的安置。並強調要實現融合教育理想,健全相關配套措施是重要關鍵。
最後,根據研究結果,對教育制度面、學校、普通教育教師在融合教育實施上,以及未來研究上提出幾項建議。
The purpose of this study was to explore the regular classroom teachers' experiences and perspectives toward "inclusive education." Data were collected through in-depth interviews with twelve elementary school regular classroom teachers.
The major findings of this study were as follows:
1. Teachers expressed different reactions upon having disabled students in the class. Some accepted the assignment based on their training background, related experiences and humanity concerns. Some teachers objected to the assignment for reasons of increasing workload, lack of training, or being unprepared.
2. It was found that teachers were in the dilemma in terms of instruction, students' educational rights, and learning effectiveness. Some teachers realized that curriculum and instructions should be designed based on needs of every student, educational rights of disabled children needed to be protected, and reported to observed positive effects of inclusive education on both disabled students and non-disabled peers. However, some teachers felt incompetent to change the rhyme of fixed curriculum and whole class teaching, and to manage disturbing behaviors or teach low functioning students. They also reported to feel frustrated when they were questioned by parents of non-disabled students.
3. As a result of having one or two disabled students in the class, some teachers adjusted well and tried efforts to reconstruct their teaching, build pleasant teacher-peers relationships, provide better learning opportunities for disabled students, and properly use peers, special education teachers, itinerant teachers, parents, therapists, or volunteers. However, some teachers reported to have difficulties to make such adjustments.
4. Teachers reported to experience of gaining sense of achievement, learning more teaching strategies, and having better understanding of rights and needs of disabled students, meaning of equality, and special education. However, some teachers still reported to have sense of incompetence, helplessness, and guilt.
5. Most teachers could recognized the ideal of inclusive education, however they suggested that placements decisions for disabled students needed to be made based on thorough evaluations and support systems, especially, needed to be established for regular classroom teachers.
According to the results of this study, some suggestions in terms of policy and practices were provided for policy decision-makers, school administrators, and regular classroom teachers.
中文部份
王天苗、邱上貞、莊妙芬、鄭麗月、葉瓊華(民86):特殊教育法修正草案評估報告。台北市:立法院立法諮詢中心。
毛連塭(民83):當前特殊教育的兩個重要理念。特教新知通訊,2卷3期,1-2頁。
行政院教育改革審議委員會(民85):教育改革總諮議報告書。台北市。
曲俊芳(民88):國中普通班身心障礙學生及其教師所遇困難及支援服務需求之研究-以兩名腦性麻痺學生為例。國立台灣師範大學特殊教育研究所碩士論文。
李宜靜(民86):教學實務與班級經營:一個國中生物教師的個案研究。國立高雄師範大學科學教育研究所碩士論文。
李 慶良(民84):美國保障身心障礙學生教育權利的法律基礎。國立台中師範學院初等教育研究集刊,3期,161-179頁。
胡幼慧、姚美華(民85):一些質性方法上的思考。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(141-158頁)。台北市:巨流出版社。
特殊教育法:中華民國86年5月14日華總(一)義字第8600112820號公佈。
高強華(民81):教師信念研究及其在學校教育革新上的意義,國立台灣師範大學教育研究所集刊,34期,85-113頁。
許天威(民85):加拿大的融合教育運動。加拿大研究,1期,101-128頁。
教育部(民84):中華民國身心障礙教育報告書:充分就學、適性發展。台北市。
郭秀鳳(民85):幼兒家長與幼教工作者對實施融合式幼兒教育意見之探討。國立台灣師範大學特殊教育研究所碩士論文。
陳昱儒(民85):工作與家庭:女性生活場域中的成就觀。國立台灣師範大學心理學研究所碩士論文。
陳淑敏(民85):從社會互動看皮亞傑與維高斯基的理論及其對幼教之啟示。載於台北市立師範學院兒童發展中心(主編),皮亞傑與維高斯基的對話(185-207頁)。台北市:台北市立師範學院。
張蓓莉(民79):特殊班或資源班與普通班之溝通與交流。特殊教育季刊,35期,1-8頁。
楊德東(民88):國中教師學校革新信念之探究-以宜蘭縣為例。國立台灣師範大學教育研究所碩士論文。
蔡明富(民87):融合教育及其對班級經營的啟示。特殊教育與復健學報,6期,349-380頁。
蔡榮耀、胡宗鳳、包希勝(民88,11月23日):不收智障過動兒,學校挨告。聯合報,第六版。
黎慧欣(民85):國民教育階段教師與學生家長對融合教育的認知與態度調查研究。國立台灣師範大學特殊教育研究所碩士論文。
瞿仁美(民86):國小補校教師教學信念及其影響因素之研究。國立高雄師範大學成人教育研究所碩士論文。
饒敏(民85):台北市國民中學普通班教師對身心障礙學生回歸主流的態度及其相關因素之研究。國立台灣師範大學特殊教育研究所碩士論文。
謝文全(民84):教育行政學。台北縣,國立空中大學。
謝政隆(民87):國小教育人員對完全融合模式之態度調查研究。國立台中師範學院國民教育研究所碩士論文。
英文部份
Andrews, A., & Clementson, J. J. (1997). Active learning's effect upon preservice teachers' attitudes toward inclusion.(ERIC Document Reproduction Service No. ED 410 217)
Bradley, D. F., & West, J. F. (1994). Staff training for the inclusion of students with disabilities: Visions from school-based educators. Teacher Education and Special Education, 17(1), 117-128.
Brownell, M. T., & Pajares, F. M. (1996). The influence of teachers' efficacy beliefs on preceived success in mainstreaming students with learning and behavior problems: A path analysis.( ERIC Document Reproduction Service No. ED 409 661)
Bruneau-Balderrama, O. (1997). Inclusion: Making it work for teacher, too. The Clearing House, 70(6), 328-330.
Bunch, G., Lupart, J., & Brown, M.(1997). Resistance and acceptance: Educator attitudes to inclusion of students with disabilities. (ERIC Document Reproduction Service No. ED 410 713)
Cochran, H. K. (1997). The development and psychometric analysis of the scale of teachers' attitudes toward inclusion (STATIC). (ERIC Document Reproduction Service No. ED 415 259)
Cutbirth, D., & Benge, B. (1997). Using Q methodological studies to investigate attitudes of educators and of students with disabilities toward inclusion. (ERIC Document Reproduction Service No. ED 406 121)
Dyson, A., & Millward, A. (1997). The reform of special education or the transformation of mainstream schools? In S. J. Pijl, C. J. W. Meijer, & S. Hegarty (Eds.), Inclusive Education: A global agenda. (pp.51-67). London: Routledge.
Ellis, E. S. (1993). Practicing master teacher perceptions of inclusion teacher competencies. (ERIC Document Reproduction Service No. ED 362 491)
Forest, M., & Pearpoint, J. (1991). Two roads: Exclusion or inclusion. Development Disabilities Bulletin. 19(1), 1-11.
Fuchs D., & Fuchs, L. S. (1994). Inclusive school movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.
Fulk, B. J. M., & Hirth, M. A. (1994). Perceptions of special education program effectiveness and attitudes toward inclusion. (ERIC Document Reproduction Service No. ED 374 595)
Giangreco, M. F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). I've counted Jon : Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59, 359-372.
Hasazi, S. B., Johnston, A. P., Liggett, A. M., & Schattman, R.A. (1994). A qualitative policy study of the least restrictive environment provision of the Individuals with Disabilities Education Act. Exceptional Children, 60, 491-507.
Houck, C. K., & Rogers, C. J., (1994). The special/general education integration initiative for students with specific learning disabilities: A 'snapshot' of program change. Journal of Learning Disabilities, 27, 58-62.
Jenkins, J. R., Pjous, C. G., & Jewell, M. (1990). Specual education and the regular education intiative: Basic assumptions. Exceptional Children, 56, 479-491.
Jordan, A., Lindsay, L., & Stanovich, P. J. (1997). Classroom teachers' instructional interactions with students who are exceptional, at-risk and typically achieving. Remedial and Special Education, 18(2), 82-93.
Jordan-Wilson, A., & Silverman, H. (1991). Teachers' assumptions and beliefs about the delivery of services to exceptional children. Teacher Education and Special Education, 14, 198-206.
Jordan, A., Stanovich, P., & Roach, D. (1997). Toward a framework for predicting effective inclusion in general education elementary classrooms. (ERIC Document Reproduction Service No. ED 410 735)
Kauffman, J. M., Gerber, M. M. & Semmel, M.I. (1988). Arguable assumptions underlying the regular education initiative. Journal of Learning Disabilities, 21(1), 6-11.
Kis-Glavas, L., Nikolie, B., & Igric, L. (1996). Teachers' attitudes toward the integration of pupils with intellectual disabilities. (ERIC Document Reproduction Service No. ED 408 751)
Knoll, J. A., & Obi, S. C. (1997). An analysis of inclusive education in eastern Kentucky: Final project report. (ERIC Document Reproduction Service No. ED 414 678)
Lesar, S., Benner, S. M., Habel, J., & Coleman, L. (1997). Preparing general education teachers for inclusive settings: A constructivist teacher education program. Teacher Education and Special Education, 20(3), 204-220.
Miller, K. J. & Savage, L. B. (1995). Including General Educators in Inclusion. ( ERIC Document Reproduction Service No. ED 381322)
Monahan, R. G., Marion, S. B., Miller, R., & Cronic, D. T. (1997). Rural teachers', administrators' and counselors' attitudes about inclusion. (ERIC Document Reproduction Service No. ED 406 099)
Rademacher, J. A., Wilhelm, R. W., Hildreth, B L., Bridges, D. L., & Cowart, M F., (1998). A study of preservice teachers' attitudes toward inclusion. Educational Forum, 62(2), 154-163.
Sailor, W. (1991). Special education in the restructured school. Remedial and Special Education, 12(6), 8-12.
Salend, S. J. & Garrick Duhaney, L. M. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2), 114-126.
Scruggs, T. E. & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion. 1958-1995: A research synthesis. Exceptional Children, 63(1), 50-74.
Sebastian, J. P., & Mathot-Buckner, C., (1998). Including students with severe disabilities in rural middle and high school: Perceptions of classroom teachers. (ERIC Document Reproduction Service No. ED 417 911)
Siegel, J. & Jausovec, N. (1994). Improving teacher' attitudes toward students with disabilities. (ERIC Document Reproduction Service No. ED 374 120)
Soodak, L. C., & Podell, D. M. (1993). Teacher efficacy and student problems as factors in special education referal. The Journal of Special Education, 27, 66-81.
Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of responses to inclusion. The Journal of Special Education, 31(4), 480-497.
Stainback, S., & Stainback, W.(1984). A rationale for the merger of regular and special education. Exceptional Children, 51, 102-111.
Stainback, W., & Stainback, S.(1995). Contemplating inclusive education from a historical perspective. In R. A. Villa, & J. S. Thousand (Eds.), Creating an Inclusive School. (pp.16-27). (ERIC Document Reproduction Service No. ED 396 505)
Trump, G. C., & Hange, J. E. (1996). Teacher perceptions of and strategies for inclusion: A regional summary of focus group interview findings. (ERIC Document Reproduction Service No. ED 397574)
Villa, R. A., & Thousand, J. S. (1995). The rationales for creating inclusive schools. In R. A. Villa, & J. S. Thousand (Eds.), Creating an Inclusive School. (pp.28-47). (ERIC Document Reproduction Service No. ED 396 505)
Voltz, D. L., Elliott, R. N., & Cobb, H. B. (1994). Collaborative teacher roles: special and general educators. Journal of Learning Disabilities, 27, 527-535.
Westwood, P. (1997). Moving Toward Inclusion: Proceed with Caution. Australian, Journal of Learning Disabilities, 2(3), 18-20.
Will, M C. (1986). Education children with learning problems: A shared responsibility, Exceptional Children, 52(5), 411-416.
Wolpert, G. (1996). The educational challenges inclusion study. (ERIC Document Reproduction Service No. ED 400 661)
Wood, R. W., Hoag, C. L., & Zalud, G. G., (1997). Research, issues, and practices. Proceedings of annual curriculum and instruction research symposium conference. (ERIC Document Reproduction Service No. ED 416 192)
York, J., Vandercook, T., Macdonald, C., Heise-Neff, C., & Caughey, E. (1992). Feedback about integrating middle-school students with severe disabilities in general education class. Exceptional Children, 58, 244-258.