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題 名 | 學前融合教育實施的問題和對策--以臺北市國小附幼為例=The Challenge of Inclusive Education in Public Kindergartens: An Example from Taipei |
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作 者 | 王天苗; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 25 2003.09[民92.09] |
頁 次 | 頁1-25 |
分類號 | 523.2 |
關鍵詞 | 融合教育; 幼稚園; 質性研究; Inclusive education; Kindergartens; Qualitative study; |
語 文 | 中文(Chinese) |
中文摘要 | 為了使融合教育能在幼稚園內有效推展,本研究以臺北市為例,深入瞭解國小附幼實施融合教育的問題,並且探討老師、家長及行政人員對問題解決對策的看法。本研究採質性研究設計,主要運用團體訪談和個別談訪談法: 團體訪談十三所國小幼稚園的9名園長、38名普通班老師及15名特教班教師及兩名教育局承辦人員;30位特殊幼兒家長。另與臺北市六個障礙者家長團體的七名代表座談。本研究結發現,無論在行政支持和配套措施、教學和親師溝通上,仍在在著行政人員和老師需要共同面對的問題。由大家提出的問題和建議中,又歸納出以下幾點重要政:提供行政支持與教師助理員等配套措施;辦理強調實務和個案討論的研習,以提升普幼老師的心態和專業;經驗多且認真的特教教師負責分區巡迴轉導工作;特教班朝資源教室經營方向轉型,普幼班和特幼班之間應該資源共享和充分合作;特教老師應該協助普幼老師進行個案評估、設計IEP和個別化教學的工作;提供家長相關資訊和諮詢;尊重家長的意願,增加親師的溝通和瞭解;家長組志工服務隊,入班協助普幼耋師教學。 |
英文摘要 | In this qualitative study, based on the experience from Taipei City, it was intended to investigate problems derived from involving delayed children in regular classrooms and explore possible solutions to improve practices of inclusive education in kindergartens. Data were collected from focus group interviews with 62 regular education and special education teachers in 13 kindergartens, individual interviews with 30 parents of delayed children, and group discussions with two administrators in the Taipei Bureau of Education and thirteen parent group leaders. Taken together, problems were reported in terms of administrative supports, identification and placement, curriculum designs and instruction, in-service training, and parent-teacher communications. Strategies to improve the practice of inclusive education in public kindergartens are hence suggested accordingly. |
本系統中英文摘要資訊取自各篇刊載內容。