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題名:高校教師對高教階段融合教育的態度及相關因素之研究
作者:潘威
作者(外文):PAN, WEI
校院名稱:國立高雄師範大學
系所名稱:特殊教育學系
指導教授:李永昌
學位類別:博士
出版日期:2022
主題關鍵詞:高校教師高教階段融合教育態度FacultyInclusive education in universitiesAttitudes
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採用混合設計探究高校教師對高教階段融合教育的態度及相關因素。量化研究部分以自編量表調查高校教師對高教階段融合教育態度的認知、情感和行為傾向方面,分析不同性別、年齡、從教年資、專業類別、身心障礙者接觸經驗的教師態度之差異。質性研究部分進一步探討影響教師態度之因素。採用配額取樣和便利取樣蒐集216份數據資料,採用立意取樣獲取6名參與者的訪談資料。所得數據資料以描述性統計、獨立樣本t檢驗、單因子變異數分析處理,訪談資料以解釋現象學分析方法處理,研究獲得結論如下:
一、高校教師對高教階段融合教育的態度在不同的向度有不同的結果。
二、不同性別、年齡、從教年資、專業類別的高校教師對高教階段融合教育態度無差異。不同身心障礙者接觸經驗的高校教師對高教階段融合教育態度存在差異。具有身心障礙者接觸經驗且達到30天及以上的高校教師對高教階段融合教育呈较支持態度,區別於無身心障礙者接觸經驗和具有身心障礙者接觸經驗但未滿30天的高校教師。
三、高校教師對高教階段融合教育態度呈不一致傾向的向度在於以下三點:(1)融合教育能夠促進教育公平,但是高等教育作為精英教育,入學需有門檻;(2)高教階段可實踐融合教育,但是需考量身心障礙類型及程度;(3)高教階段融合教育具有一定效益,但是直接效益不明顯。
依據本研究之結論提出相關建議,供融合教育實踐、學校建設以及未來研究參考。
The purpose of this study was to understand the attitudes of faculty toward inclusive education in universities using a mixed design. In the quantitative research, a self-made scale was used to examine the attitudes of faculty and associated demographic variables, as well as differences in cognitive, emotional, and behavioral tendencies of attitudes were analyzed. while the aim of the qualitative strand was to identify the reasons for the overall attitudes found from the quantitative research. The quantitative research used quota and convenience sampling to collect 216 data and qualitative research used intentional sampling to select 6 participants' data. The quantitative data were analyzed using descriptive statistics, independent sample t-test, one-way analysis of variance, and qualitative data were thematically analyzed using interpretive phenomenological analysis. The main conclusions are as follows.
1. The overall attitudes of faculty toward inclusive education in universities were ambivalent.
2. The findings of the study revealed that gender, age, years of teaching experience, professional were not significant predictors of faculty attitudes. Experience of people with disabilities had a significant impact on the attitudes of faculty toward inclusive education in universities. Faculty with 30 days or more of experience in contact with people with disabilities had a positive attitude towards inclusive education in universities, which was significantly different from the inconsistent tendencies shown by faculty who had never or had little contact with persons with disabilities.
3. The reasons for the ambivalent attitudes of faculty were that: (1) inclusive education could promote educational equity, but higher education as an elite education needed to have a threshold for admission; (2) inclusive education could be practiced in higher education, but the disability status of students needed to be considered; (3) inclusive education in higher education had certain benefits, but the direct benefits were not immediately obvious.
In conclusion, this study put forward the suggestion in accordance with above mentioned conclusions as the reference for inclusive educational practice, construction of university and future studies.
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