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題 名 | 運用教學支援建立融合教育的實施模式:以一公立幼稚園的經驗為例=An Inclusive Education Program with Teaching Supports: The Experience in a Public Kindergarten |
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作 者 | 王天苗; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 21 2001.07[民90.07] |
頁 次 | 頁27-51 |
分類號 | 529.5 |
關鍵詞 | 教學支援; 融合教育; 幼稚園; 質性研究; Inclusive education; Teaching supports; Kindergarten; Qualitative research; |
語 文 | 中文(Chinese) |
中文摘要 | 無論從教育權的倡導或成效研究的結果,都可以肯定讓發展遲緩幼兒在融合的教育環境受教是必然的發展趨勢。本兩年計畫主要目的是以一個幼稚園為例,嘗試在無或有特教資源的不同條件下,運用特教和復健治療等專業人員及義工等「教學支援」建立實施融合教育的可行模式。本園究運用質性研究法,在某市立幼稚園進行參與觀察、深入訪談又文件等相關資料的收集。 依照該園兩年不同特教資源的條件下,本研究結果:(1)在園內「沒有特教資源」的情況下,專業團隊的評估和依需要安排的專業諮詢對班級老師的教學有助益,不過議工對老萱和特幼兒有更直接的幫助。雖然如此,班級老萱運用評估結果和諮詢建議來設計個別化的課程和教學依然有困難,也較無法主動地善用議工。(2)在園內「有特教資源」的情況下,教學支援的運用方式是:園內特教教師擔任所有發展遲緩幼兒的「個案管理員」運作專業團隊,協調及安排復健治療師及義工,協助班級教師評估、設計和執行個別化教學;特殊班戶採「學習資源中心」型態運作,為全園師生的資源並發揮資源共享的功能;特教教師除提供專業諮詢和教學服務外,並視個案需要入班與班級老師合作教學。研究發現,普通班老師的心態及特教老師的專業和溝通能力是實施這融合教育模式的關鍵條件。 |
英文摘要 | In terms of human rights and program effectiveness, it is crucial to integrate young special education needs children with normally developing peers as early as possible. This two-year qualitative study was, hence, intended to develop a teaching supports inclusive education model program in a public kindergarten that different special education resources was located during the first and second year of the study. Data was mainly collected with qualitative research methods of participant observation and interviewing. As a results, the study had successfully developed a teaching supports system, in which expert consultations, in-class teaching, and volunteers assistance were provided for regular classroom volunteers had more direct effects on daily teaching especially when there were no special education resources within the kindergarten in the first year of the study. In the second year, therefore worked as case managers for all developmentally delayed children in assisting regular classroom teachers for case evaluation had designing individualized instructions. Special education teachers for case evaluation and designing individualized instructions. Special education teachers provided services of in-class teaching, consultations, and direct teaching in the special classroom that was redesigned and function as a "learning resource center" for all students and staff in the program. In order to implement this model better, it was found that improvements in regular classroom teachers' attitudes and special education teachers' expertise and communication skills were necessary. |
本系統中英文摘要資訊取自各篇刊載內容。