幼教老師對融合教育零拒絕政策之反應：台中個案研究

NHUIR > College of Social Sciences > Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies > Disserations and Theses(M.A. Program in Public Policy Studies) > Item 987654321/29183

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/29183

Title:	幼教老師對融合教育零拒絕政策之反應：台中個案研究
Other Titles:	Kindergarten Teachers’ Reactions to the Zero Reject Policy of Integrated Education: A Case Study in Taichung
Authors:	顏卿卉 YEN, CHING-HUI
Contributors:	國際事務與企業學系公共政策研究碩士班張子揚 CHANG, TZU-YANG
Keywords:	學前融合教育;零拒絕政策;特殊需求幼兒;教學困擾 Preschool integrated education;zero refusal policy;children with special needs;teaching difficulties
Date:	2022
Issue Date:	2022-09-05 14:04:39 (UTC+8)
Abstract:	本研究主要採用質性研究法，藉由探討幼教老師對融合教育零拒絕政策之反應，進行半結構式的訪談，以了解在幼教第一現場之教師在執行融合教育零拒絕政策所遭遇到的困擾後進行資料分析與歸納結果，藉以提供可能的解決之道，進而改善學前融合教育環境的品質。獲得的研究結果如下：一、學前融合班教師對融合教育採接受態度是基於特殊教育法中的零拒絕政策。二、學前融合班教師在實施融合教育零拒絕政策時所遭遇到的困擾，主要包含有特殊生學習無法跟上、難以兼顧，有安全疑慮、親師溝通面臨挑戰等情況。三、學前融合班普通教師實施融合教育零拒絕政策所產生教學困擾的因應策略，主要包含以多元管道認識特殊需求生並與搭班溝通如何協助、安排適性課程，降低標準等。四、依據研究結果對融合教育提出建議，包含有降低師生比例、將相關人力、專業服務的申請，依照障礙程度輕重，改為例行性服務、辦理整體性特教知能研習等。　　This research mainly adopts the qualitative research method, and conducts semi-structured interviews by discussing the attitude of Taichung preschool teachers towards the zero-rejection policy of inclusive education, the difficulties they face and coping strategies. After analyzing the problems encountered by the zero-rejection policy, data analysis and summary results are carried out, so as to provide possible solutions and improve the quality of the preschool integrated education environment. The research results obtained are as follows:1.Teachers of pre-school integration classes adopt an accepting attitude towards integration education based on the zero refusal provisions in the Special Education Law.2.The troubles encountered by teachers of pre-school integration classes during integration education mainly include the inability of special students to keep up, difficulty in taking care of themselves, safety concerns, and challenges in parent-teacher communication.3.Coping strategies for ordinary teachers in pre-school integration classes to implement integrated education caused by teaching difficulties, mainly including understanding special students through multiple channels and communicating with the class on how to assist, arranging suitable courses, and lowering standards.4.According to the research results, put forward suggestions for inclusive education, mainly including reducing the ratio of teachers and students, changing the application of relevant manpower and professional services to routine services according to the severity of obstacles, and handling the overall special education knowledge and ability study.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Public Policy Studies)

Files in This Item:

File	Description	Size	Format
110NHU00025006-006.pdf		1830Kb	Adobe PDF	167	View/Open
index.html		0Kb	HTML	264	View/Open

Loading...