本研究旨在瞭解啟智類特殊教育學校高職部教師運用社區資源教學之現況及相關影響因素與困難情形，並探討教師個人背景變項對運用社區資源教學的原因與困難的差異情形。採問卷調查方式普查，以中南部六所啟智類特殊教育學校高職部242位教師為研究母群體，問卷回收後分別以描述性統計、卡方考驗等方法進行資料之處理與分析。 本研究主要發現有八項：一、有接近百分百的教師曾運用過社區資源進行教學。二、在不同類別中，運用「物質資源」的比率最高。三、最常運用之課程領堿為社區生活能力。四、獲得社區資源相關訊息的方式，最常用的是上網查詢。五、社區資源的運用途徑，以將學校教學延伸到社區的整體運用頻率較高。六、教師教學運用社區資源之主要原因，是為擴展學生學習領域及生活經驗。七、教師教學運用社區資源之主要困難，是學生的障礙程度過重。八、不同「性別」、「年齡」、「學歷」、「專業背景」、「任教年資」、「學校所在地區」之教師運用社區資源於教學之原因與困難在某些項目有差異。 根據上述研究發現，分別針對教育主管機關、學校行政單位、教師、社區大眾及未來研究提出建議。 This study aims to explore current utilization, causal factors and difficulties of community resources by teachers in senior vocational schools for mental retardation special education. The effects of their background are also analyzed. Total 242 teachers in six senior vocational schools for mental retardation education in central and southern Taiwan are surveyed and their responses to questionnaires are analyzed by standard statistical procedure. Eight major findings are as following:1. Almost all teachers use community resources in teaching.2. Among various types of community resources material resources are most used.3. Among various courses capability of living in the community uses community resources most often.4. Internet is the most used way to get information about community resources.5. Extending classroom teaching to the community is the most applicable way of using community resources6. The most important cause for using community resources is to expand students’ learning area and living experience.7. The major difficulty of using community resources is the severe retardation of students.8. Teachers’ backgrounds in sex, age, education, seniority and school location have effects on their using community resources. Following these findings several suggestions toward educational authority, school administration, teachers and the public in the community are derived.
