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題 名 | 智能障礙者融合教育的實行:以光仁小學啟智班為例=Implementation of Inclusive Education of Students with Intellectual Disabilities: A Case Study of Guangren Catholic Elementary School |
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作 者 | 陳婍月; 陳信帆; | 書刊名 | 身心障礙研究 |
卷 期 | 3:4 民94.12 |
頁 次 | 頁246-255 |
分類號 | 529.62 |
關鍵詞 | 智能障礙者; 國小啟智班; 融合教育; Elementary school; Inclusive education; Intellectual disability; |
語 文 | 中文(Chinese) |
中文摘要 | 本篇研究分別以融合教育的背景,意義與理論基礎,影響融合教育政策執行的因素等逐一說明融合教育之精神與意義,並以光仁小學實際實行融合教學過程闡述我國教育環境與融合教育之衝突點,並說明光仁國小如何在特殊教育所倡導之融合教育理念下制定及實行符合國內教育環境的教學方式。本篇目的在於藉以光仁小學實施融合教學之過程與成效,提供從事特殊教育相關專業人員在設計或倡導融合教育時,一項重要的參考,期待國內相關教育決策單位在設計或提供身心障礙孩子的學習制度或環境,必須兼顧身心障礙孩子的特殊個別及融合性的需求,傳統上將障礙孩子集中教學的特教班或完全融合性的教育模式並無法完全提供孩子一個良好的學習環境;期望在此取得一個教學模式平衡點,讓障礙孩子的學習更有效率也更開心。 |
英文摘要 | Inclusive education for students with disabilities is the trend of education policy in the developed countries. The aims of the present paper were reviewing the theories and practice of inclusive education for students with intellectual disabilities. We used the case study of Guangren Catholic elementary school to evaluate the benefits and barriers of this educational policy and implementation. The findings and conclusions of the case study will provide practical information for the educational authorities and the inclusive educators, we hope they will find appropriate ways to improve the efficiency and effectiveness of inclusive education for students with intellectual disabilities in elementary schools. |
本系統中英文摘要資訊取自各篇刊載內容。