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題名:特殊幼兒融合教育品質之研究
作者:鄭雅莉 引用關係
作者(外文):Cheng, Ya-li
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
指導教授:何東墀
學位類別:博士
出版日期:2004
主題關鍵詞:學前教育融合教育教育品質幼稚園early childhood educationinclusive educationeducation qualitykindergarten
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本研究的目的是為了調查特殊幼兒在融合教育環境中所接受的教育品質。本研究共分為兩個部分:量的研究、質的研究;量的研究採用問卷調查的方式,對象為全國班級中有特殊幼兒之教師,共計120名;而質的研究則以觀察和訪談為主,研究者選定一所招收特殊幼兒之幼稚園,觀察該園特殊幼兒在園的教育品質,並且,訪談該特殊幼兒之家長、班級教師、及特殊教育巡迴教師。
問卷調查的目的是要瞭解幼稚園教師對其班級中特殊幼兒接受的融合品質的評定和差異情形,包含特殊幼兒的社會環境和教師的課程及教學。結果顯示:班級中已安置特殊幼兒的幼稚園教師對特殊幼兒在融合教育的社會環境與其課程與教學評定情形皆趨向正向,顯示幼稚園教師大多肯定特殊幼兒安置於幼稚園所接受到的服務品質;此外,教師對其針對特殊幼兒的教學與課程的評定亦趨向正向。
質的研究分為觀察及訪談兩個部份。觀察的結果顯示:特殊幼兒在融合環境中的同儕互動頻率高,但互動的時間及內容短暫;師生互動時間短暫,而且大多為教師對特殊幼兒行為的處理;而親師互動以電話方式為主。在訪談中,班級教師、家長、及特殊教育巡迴輔導教師同意該特殊幼兒在融合教育中所接受的教育是令人滿意的,惟班級教師及特教巡迴教師期待家長的積極度能再提高。
關鍵字:學前教育、融合教育、教育品質、幼稚園
The purpose of this study was to investigate the quality of inclusive early childhood education. There were two study methods in this study: quantitative and qualitative method. In quantitative method, a researcher-made questionnaire was used to examine how inclusive early childhood education teachers view the quality of their own kindergartens. The total subjects were 120 kindergarten teachers whose class had young children with special needs. In qualitative method, a kindergarten was observed to examine how a child with special needs was served in a regular class. Moreover, three interviews were used conducted to understand the viewpoints of a parent, an early childhood education teacher, and a special education teacher.
The purpose of the present research was to investigate how teachers graded the quality of inclusive service provided for young children with special needs, including the child’s social environment and teachers’ teaching and curriculum. The results indicated that early childhood educators view the quality of inclusive education was positive.
The results of qualitative research included two parts: observation and interviews. The results of observation showed that the child with special needs interacted with his/her peers frequently, however, the duration and quality of interaction were poor. The interaction between teacher and the child was short, and most of them were behavior management. In addition, the teacher and parent had few interaction. In interviews, the parent, early childhood education teacher, and special education teacher agreed that they were satisfied with the quality of service the child received. Both early childhood education and special education teachers expected more involvement from the parent.
Key word:early childhood education, inclusive education, education quality, kindergarten
英文部分
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