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題 名 | 規劃融合安置之評估工具的發展研究=The Study on the Development of the Assessment Instruments for Planning Inclusive Placement |
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作 者 | 鈕文英; 林月仙; 黃慈愛; | 書刊名 | 高雄師大學報 |
卷 期 | 14 2003.04[民92.04] |
頁 次 | 頁45-70 |
分類號 | 529.5 |
關鍵詞 | 融合教育; 評估工具; 特殊教育; Inclusive education; Assessment instruments; Special education; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在發展「規劃融合安置之評估工具」,並建立其信效度資料;進而初步了解普通班教師對身心障礙學生適應融合安置所需學習與社會行為和能力的觀點,接著比較不同背景(任教年級、年齡、任教年資)之教師在觀點上是否有差異。 本研究透過文獻透討、訪談和觀察的方式發展「規劃融合安置之評估工具」,它包括「國小教師對身心障礙學生安置於普通班之意見調查表」、「國小身心障礙學生適應表現評量表」以及「普通班生態調查表」三個部份,以了解身心障礙學生和普通班生態環境,而且它具有良好的信效度。之後再運用此評估工具,選取北、中、南、東區各30位教師作問卷調查研究。結果發現:國小教師對身心障礙學生安置於普通班所需的能力和行為中,基本生活能力被評比的重要性程度最高,其次為學習行為,再其次為社會行為,重要性程度最低者為學習能力。教師較重視的是基本生活能力、學習行為、與自我控制干擾性行為等,較不看重人際互動行為與學習能力。年齡、任教年級和年資三個背景變項並不會影響教師對身心障礙學生安置於普通班所需能力和行為重要性之評分,且教低、中、高三個年級的老師對這些能力和行為之排序頗為一致。 |
英文摘要 | The purpose was to develop "the Assessment Instruments for Planning Inclusive Placement", and establish the data of reliability and validity. Furthermore, the researchers used this instrument to investigate the perceptions of important learning and social behaviors and skills needed for adapting to inclusive placement by elementary teachers. In addition, the researchers examined whether teachers' perceptions would be affected by the variables of teachers' age, years of teaching, and grade level of teaching. Review of literature, observations, and interviews were adopted to develop "the Assessment Instruments for Planning Inclusive Placement" which consisted of three instruments. One of the three instruments was used to investigate the perceptions of important learning and social behaviors and skills by 120 elementary general education teachers. The results were found as follows. The importance of adaptive learning and social behaviors/skills was ranked orderly as follows: basic living abilities, learning behaviors, social behaviors, and learning abilities. Teachers valued basic living abilities, learning behaviors, controlling interfering behaviors more than learning abilities and interpersonal interaction skill, The teachers' perceptions would not be affected by the variables of teachers' age, years of teaching, and grade level of teaching. |
本系統中英文摘要資訊取自各篇刊載內容。