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題名：建構接納與支持的班級文化：學前融合班教師促進普通與發展遲緩幼兒互動及人際關係之研究
書刊名：特殊教育研究學刊
作者：鄒啟蓉
作者(外文)：Tsou, Chi-zong
出版日期：2004
卷期：27
頁次：頁19-38
主題關鍵詞：融合教育；學前特殊教育；班級經營；班級文化；社會技巧教學；對殘障者接納態度；Inclusion；Early childhood education；Classroom culture；Classroom management；Social skill intervention；Attitude towards the handicapped
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(18) 博士論文(4) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:18
  • 共同引用共同引用:75
  • 點閱點閱:145
本研究探討5個融合班級中10位教師促進普通與特殊幼兒互動與人際關係的看法與作法。研究發現，老師們的融合教育理念包含以下內涵：建立接納與協助的班級文化、認識並尊重自己與他人的獨特性、培養獨立與適應社會的能力以及兼顧不同領域的學習與所有學習者的需求等；老師們並認為上述融合教育的理念，不僅適用於特殊幼兒，也適用於普通幼兒。為了推展融合教育的理念，老師們認為自己的角色很重要且多元，並強調與家長及所有幼兒合作經營班級文化的重要性。教師對普通幼兒的教導強調對個別差異的認識與接納及同理心的培養，他們重視幼兒內在的感受、想法的改變與自發的行為，而不僅是外在的行為表現，使用的方法包括：以身作則、問題討論、角色扮演及故事教學等。對於特殊幼兒的教導，老師強調要一視同仁、培養獨立的能力，在方法上則以隨機教學為主。老師們普遍肯定融合教育對普通與大多數特殊幼兒在人際互動學習上的效果，但是對特殊幼兒其它領域的學習或某些特殊幼兒社會能力成長的成效仍持保留的態度。針對以上結果，研究者認為應重視融合班教師的融合教育理念與態度、教師與家長的合作關係、教師對幼兒引導與教學的品質，並重視外圍支持體系與生態對教師教學的影響。
The main purpose of the study was to understand teachers' use of strategies to create caring and supportive classroom culture in early childhood inclusive programs in Taiwan. Ten teachers in five classrooms were involved in the study. Classroom observations and interviews were done to collect information. It was found that teachers believed that the main purpose of inclusive education is to teach children to accept and respect individual differences, to build a supportive learning community, to help develop independent social problem solving skills and to implement a wide range of curriculum content including the promotion of social understanding. Classroom teachers emphasized teaching emphathy to young children and they used mainly dialogue, discussion, role play and stories to help establish a positive interaction atmosphere in the classroom. As for children with special needs, they emphasized that they should also follow the same classroom rules and learn independent problem solving skills. Parents and peers were recognized as important collaborators in classroom management, however peers were not fully trained and used as resources for teaching in many classrooms and there were variations in the adaptations made for children with special needs. Suggestions were made for practical and research issues.
期刊論文
1.盧明、林菁(199611)。聽障幼兒與普通幼兒社會互動之研究。嘉義師院學報，10，517-543。  延伸查詢new window
2.Fuchs, D.、Fuchs, L. S.(1994)。Inclusive schools movement and the radicalization of special education reform。Exceptional Children，60(4)，294-309。  new window
3.鐘梅菁(20010900)。學前教師融合教育專業知能之研究。特殊教育學報，15，309-335。new window  延伸查詢new window
4.Favazza, P. C.、Odom, S. L.(1997)。Promoting positive attitudes of kindergarten-age children toward people with disabilities。Exceptional Children，63(3)，405-418。  new window
5.吳淑美(19920600)。發展遲緩幼兒在回歸主流教育安置下社會互動、社會地位及發展能力之研究。特殊教育學報，7，45-83。new window  延伸查詢new window
6.蔡明富(19980600)。融合教育及其對班級經營的啟示。特殊教育與復健學報，6，349-380。new window  延伸查詢new window
7.張翠娥(19990600)。幼兒園融合教育方案實施探究。樹德科技學報，1(1)，15-33。  延伸查詢new window
8.許碧勳(20011100)。幼稚園實施融合教育之研究。臺北市立師範學院學報，32，451-483。  延伸查詢new window
9.Salisbury, C. L.、Gallucci, C.、Palombaro, M. M.、Peck, C. A.(1995)。Strategies that promote social relations among elementary students with and without severe disabilities in inclusive schools。Exceptional Children，62(2)，125-137。  new window
10.王天苗(20030900)。學前融合教育實施的問題和對策--以臺北市國小附幼為例。特殊教育研究學刊，25，1-25。new window  延伸查詢new window
11.Brown, W. H.、Odom, S. L.、Conroy, M. A.(2001)。An intervention hierarchy for promoting young children's peer interactions in natural environments。Topics in Early Childhood Special Education，21(3)，162-175。  new window
12.Diamond, K. E.、Hestenes, L. L.、Carpenter, E. S.、Innes, F. K.(1997)。Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities。Topics in Early Childhood Special Education，17(4)，520-536。  new window
13.Guralnick, M. J.(1999)。The nature and meaning of social integration for young children with mild developmental delays in inclusive settings。Journal of Early Intervention，22(1)，70-86。  new window
14.Hamre-Nietupski, S.、Hendrickson, J.、Nietupski, J.、Shokoohi-Yekta, M.(1994)。Regular educators' percepetions of facilitating friendships of students with moderate, severe, or profound disabilities with nondisabled peers。Education and Training in Mental Retardation and Developmental Disabilities，29，102-117。  new window
15.Janney, R. E.、Snell, M. E.(1996)。How teachers use peer interactions to include students with moderate and sever disabilities in elementary general education classes。Journal of the Association for Persons with Severe Handicaps，21(2)，72-80。  new window
16.Lieber, J.、Capell, K.、Sandall, S. R.、Wolfberg, P.、Horn, E.、Beckman, P.(1998)。Inclusive preschool programs: Teachers' beliefs and practices。Early Childhood Research Quarterly，13(1)，87-105。  new window
17.Novick, R.(1993)。Activity-based intervention and developmentally appropriate practice: Points of convergence。Topics in Early Childhood Special Education，13(4)，403-417。  new window
18.Salisbury, C. L.、Evans, I. M.、Palombaro, M. M.(1997)。Collaborative probemsolving o promote the inclusion of young children with significant disabilities in primary grades。Exceptional Children，63(2)，195-209。  new window
19.Schwartz, I.(2000)。Standing on the shoulders of giants: Looking ahead to facilitating membership and relationships for children with disabilities。Topics in Early Childhood Special Education，20(2)，123-128。  new window
20.Strain, P. S.、Hoyson, M.(2000)。The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism。Topics in Early Childhood Special Education，20(2)，116-122。  new window
21.Strully, J.、Strully, C.(1985)。Friendship and our children。Journal of the Association for Persons with Severe Handicaps，10(4)，224-227。  new window
研究報告
1.蘇雪玉(1996)。障礙幼兒混合就讀之學校適應、學校環境及教師因應策略之探討 (計畫編號：NSC85-2413-H-030-001)。台北：行政院。  延伸查詢new window
學位論文
1.郭秀鳳(1996)。幼兒家長與幼教工作者對實施融合式幼兒教育意見之探討(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.鄒啟蓉(2000)。發展遲緩幼兒在融合教育環境中社會行為表現研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Solomon, D.、Schaps, E.、Watson, M.、Battistich, V.(1992)。Creating caring school and classroom communities for all students。Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools。Baltimore, MD：Paul H. Brookes。  new window
2.傅秀媚(2002)。初任融合班教師班級經營實務。臺中市：國立臺中教育大學特殊教育中心。  延伸查詢new window
3.Triandis, H. C.(1971)。Attitude and attitude change。New York：John Wiley & Sons。  new window
4.Miles, Matthew B.、Huberman, A. Michael、Newman, G.(1994)。Qualitative data analysis: an expanded sourcebook。Sage Publications。  new window
5.Stainback, S.、Stainback, W.、Jackson, H. J.(1992)。Toward inclusive classrooms。Curriculum Considerations in Inclusive Classrooms: Facilitating Learning for All Students。Baltimore, MD。  new window
6.Jubala, K. A.、Bishop, K. D.、Falvey, M. A.(1995)。Creating a supportive classroom environment。Inclusive and Heterogeneous Schooling: Assessment, Curriculum and Instruction。Baltimore, MD。  new window
7.Kunc, N.(1992)。The need to belong: Rediscovering Maslow's hierarchy of needs。Restructuring for Caring and Effective Education: an Administrative Guide to Creating Heterogeneous Schools。Baltimore, MD。  new window
8.(1992)。Social Competence of Young Children with Disabilities: Issues and Strategies for Intervention。Social Competence of Young Children with Disabilities: Issues and Strategies for Intervention。Baltimore, MD。  new window
9.Sapon-Shevin(1992)。Celebrating diversity, creating community: Curriculum that hornors and builds on differences。Curriculum Considerations in Inclusive Classrooms: Facilitating Learning for All Students。Baltimore, MD。  new window
10.Stoneman, Z.(2001)。Aattitudes and beliefs of parents of typically developing children: Effects on early childhood inclusion。Early Childhood Inclusion: Focus on Change。Baltimore, MD。  new window
單篇論文
1.Stolp, S.(1994)。Leadership for school culture(ED 370198)。  new window
圖書論文
1.Diamond, K. E.、Innes, F. K.(2001)。The origins of young children's attitudes toward peers with disabilities。Early Childhood Inclusion: Focus on Change。Baltimore, MD：Paul H. Brookes。  new window
2.Guralnick, M. J.(2001)。Social competence with peers and early childhood inclusion: Need for alternative approaches。Early Childhood Inclusion: Focus on Change。Baltimore, MD：Paul H. Brookes。  new window
 
 
 
 
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