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題 名 | 山地教育是特殊教育的死角嗎﹖--山地國小特殊兒童的轉介、鑑定與補救之現況探討研究=Is Education for Minority Children of Special Needs a Deadend﹖--Research on the Current Situation of the Referring, Assessment and Intervention for Children with Special Needs in Elementary Schools for Minority |
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作 者 | 孟瑛如; 陳國龍; | 書刊名 | 新竹師院學報 |
卷 期 | 10 1997.02[民86.02] |
頁 次 | 頁47-92 |
分類號 | 529.9 |
關鍵詞 | 山地教育; 特殊教育; 轉介; 鑑定; 補救教學; Special education; Referral; Assessment; Intervention; Minority; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之主要目的為調查研究山地國小特殊兒童之轉介鑑定及補救教學之實施現 況與問題所在。 本研究以桃園縣、新竹縣、苗栗縣的山地國小校長、主任及級任老師為調查研究對象,共發 出閉鎖式問卷二種,合計 300 份,回收有效問卷 222 份。 再抽取總樣本數的 1/3 進行一 對一訪談,合計抽樣 74 位進一對一訪談。 1. 山地國小特殊兒童的轉介困難依序為:(1) 教師缺乏特殊教育專業訓練; (2) 學校缺乏 輔導室及相關的轉介單位;(3) 學校未實施轉介工作。 2. 山地國小特殊兒童鑑定工作的主要問題依序為:(1) 大部份學校未實施鑑定工作; 縣 ( 市 ) 鑑定安置輔導委員會未特別針對山地國小兒童提供特殊學生的鑑定服務; (3) 教師缺 乏鑑定的專業知識和技能;(4) 學校嚴重缺乏鑑定工具;(5) 因經濟、交通和觀念等問題, 家長的配合度低。 3. 山地國小實施補救教學的主要困難為:(1) 未實施特殊教育; (2) 教師工作負荷太重; (3) 家長缺乏配合意願;及(4) 經費不足。 4. 目前山地國小特殊教育的現況為:(1) 未實施特殊教育; (2) 特殊教育實施得不夠落實 ;(3) 部分教師不清楚山地國小是否有實施特殊教育。 |
英文摘要 | The purpose of the present study is to investigate the current situation of the referring, assessment, and intervention for children with special needs in elementary schools for minority. Two types of closed end questionnaires with a total of 300 are distributed to principals, supervisors, and teachers of minority elementary schools in Hsin-chu, Tao-yuan, and Miao-li Hsien. Two hundred and twenty-two questionnaires are valid, and 74 subjects randomly selected among which are interviewed individually. The findings are as follow: 1. The degree of difficulties to refer minority children with special needs are: lack of training, insufficient counseling personnel and institute, and some schools simply did not deal with it, respectively. 2.The major problems for assessment of minority children with special needs are: 1). Most of the schools do not carry out the assessment, 2).Assessment Committee of Province did not provide services specially focusing on minority children, 3). Thachers have not been trained with special knowledge and skills, 4).Schools are severely in lack of assessing facilities, and 5). Parents' attitudes, their economical condition and distance also contribute to this problem. 3.Obstacles of practicing intervention in elementary schools for minority are: 1).Schools did not implement special education for this group of children, 2).Overload teaching hours for teachers, 3). Parents are unwilling to cooperate, and 4). Insufficient budget. 4.The current conditions of education for minority children with special needs are: 1). Schools did not implement special education for this group of children, 2). The system is not fully functioned for some schools that have been practicing special education, and 3). Some of the teachers don't know very well if special education are practiced in elementary schools for the minority. |
本系統中英文摘要資訊取自各篇刊載內容。