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題名：A Multi-Case Study of Inclusive Schooling in Taipei: Its Current Status, Barriers and Supports, and the Expected Role of Educational Leaders
書刊名：師大學報. 教育類
作者：黃國晏 引用關係
作者(外文)：Huang, Kuo-Yen
出版日期：2007
卷期：52:2
頁次：頁95-113
主題關鍵詞：融合教育；統合性的全面服務模式；特殊教育領導；資源教室；教師專業發展；Inclusive schooling；Integrated comprehensive service model；ICS model；Leadership in special education；Resource rooms；Teachers' professional development
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 點閱點閱:21
研究檢視當今台北市實施融合教育的障礙、支持，以及教育領導者應如何將身心障礙學生融入一般教育環境。本研究採質性研究法，訪談台北三所視障重點學校的校長、普教和特教教師。 　　本研究發現，目前融合教育的困境：(1)不健全的特教專業團隊；(2)教育人員缺乏融合教育理念；(3)缺乏時間做專業發展。為了有效實施融合教育，教育領導者應促進融合教育的實施、加強教師專業能力，並健全特教專業團隊。 　　本研究建議實施融合教育應注意：(1)教育人員需先轉換融合教育改革的意識型態；(2)鼓勵教師專業發展及強化教師的合作關係，以增強教師的教學能力；(3) 應提供教師訓練機會、重新分配教育資源，並降低班級學生數，使融合教育的實施更為有效。
This study attempted to examine the current status of educational leaders, the barriers they face and their supports, and what they can do to fully include students with special needs. The researcher interviewed principals, special education and general education teachers at three elementary schools. According to the results, the participants encountered three major barriers: (1) incomplete teams of special education professionals; (2) a lack of concepts about inclusive schooling; and (3) limited time for planning and training. Participants thought that educational leaders and the committee for promoting special education can support the implementation of inclusive schooling. In order to fully implement an inclusive schooling program, they suggested that educational leaders should promote such a program, enhance teachers’ capacity, and organize a team of special educational professionals. This study thus clearly shows the need for an inclusive schooling implementation plan for educational leaders, a plan with three goals: (1) before educational leaders convey the idea of inclusive schooling to teachers and to the public, they should modify their reform ideology; (2) by encouraging professional development and reinforcing collaborative relationships, educational leaders need to strengthen teacher capacity to prepare the staff for inclusive schooling; (3) educational leaders should propose strategies for reallocating school staff resources, reducing large class size and mandating inclusive schooling, as well as provide more opportunities for planning and training. This is probably the first study to discuss the issue of inclusive schooling in Taipei based on the ICS model. In terms of the roles of educational leaders, the researcher hopes this study can lead to further study of, and also better implementation of, inclusive schooling in Taiwan.
期刊論文
1.Wasik, Barbara A.、Slavin, Robert E.(1993)。Preventing Early Reading Failure with One-to-one Tutoring: A Review of Five Programs。Reading Research Quarterly，28(2)，178-200。  new window
2.Vinovskis, M. A.(1999)。Do federal compensatory education programs really work? A brief historical analysis of title I and head start。American Journal of Education，107(3)，187-209。  new window
3.Leinhardt, G.、Pallay, A.(1982)。Restrictive Educational Settings: Exile or Haven?。Review of Educational Research，52，557-578。  new window
4.Sailor, W.(1991)。Special Education in the Restructured School。Remedial and Special Education，12(6)，8-22。  new window
5.Kubicek, F. C.(1994)。Special Education Reform in Light of Select State and Federal Decisions。The Journal of Special Education，28，27-42。  new window
6.Reschley, D. J.(1988)。Special Education Reform: School Psychology Revolution。School Psychology Review，17，459-475。  new window
7.Borman, G. D.、D'Agostino, J. V.(1996)。Title I and Student Achievement: A Meta-analysis of Federal Evaluation Results。Educational Evaluation and Policy Analysis，18，309-326。  new window
會議論文
1.Wu, W. T.(2005)。Inclusive Education in Taiwan。0。  new window
圖書
1.Capper, C. A.、Frattura, E.、Keyes, M. W.(2000)。Meeting the Needs of Students of all Abilities: How Leaders Go beyond Inclusion。Newbury Park, CA：Corwin Press。  new window
2.Odden, A.、Archibald, S.(2001)。Reallocating Resources: How to Boost Student Achievement without Asking for More。Thousand Oaks, CA：Corwin Press。  new window
3.Achilles, C.(1999)。Let’s put kids first, finally: Getting class size right。Let's Put Kids First, Finally: Getting Class Size Right。Thousand Oaks, CA：Corwin Press, Inc.。  new window
4.Halverson, A. T.、Neary, T.(2001)。Building Inclusive Schools: Tools and Strategies for Success。Building Inclusive Schools: Tools and Strategies for Success。Needham Heights, MA：Pearson Education Company。  new window
5.Glaser, B. G.、Strauss, A. L.(1967)。Grounded Theory。New York：Aldine。  new window
6.Strauss, A.(1987)。Qualitative Analysis for Social Scientist。Cambridge University Press。  new window
7.Yin, Robert K.(1984)。Case Study Research: Design and Methods。Sage Publications。  new window
8.Sailor, W.、Anderson, J.、Halvorson, A.、Doering, K.、Filler, J.、Goetz, L.(1989)。The Comprehensive Local School: Regular Education for all Students with Disabilities。The Comprehensive Local School: Regular Education for all Students with Disabilities。Baltimore, MD。  new window
9.Biklen, D.(1992)。Schooling without Labels。Schooling without Labels。Philadelphia, PA。  new window
10.National Association of State Boards of Education(1992)。Winners all: A Call for Inclusive Schools; the Report of the NASBE Study Group on Special Education。Winners all: A Call for Inclusive Schools; the Report of the NASBE Study Group on Special Education。Alexandria, VA。  new window
11.McLeskey, J.、Waldron, N. L.(2000)。Developing Inclusive Schools: Lessons Learned。Developing Inclusive Schools: Lessons Learned。Alexandria, VA。  new window
12.Department of Education, Taipei Municipal Government(2004)。Educational Statistics of Taipei City。Educational Statistics of Taipei City。Taipei。  new window
13.Dowdy, C. A.、Smith, T. E. C.、Patton, J. R.、Polloway, E.(2004)。Teaching Students with Special Needs in Inclusive Settings。Teaching Students with Special Needs in Inclusive Settings。Boston, MA。  new window
14.Kennedy, C. H.(2004)。Students with Severe Disabilities。Including Students with Severe Disabilities。Boston, MA。  new window
 
 
 
 
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