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題名：特殊幼兒融合教育的社會互動、教師課程及教學之研究
書刊名：東臺灣特殊教育學報
作者：鄭雅莉 引用關係／何東墀
作者(外文)：Cheng, Ya-li／Ho, Dong-chyr
出版日期：2010
卷期：12
頁次：頁25-43
主題關鍵詞：幼稚園教師；社會互動；特殊幼兒；學前融合教育；課程與教學；Early childhood educator；Inclusive education；Kindergarten；Social interaction,；Young children with special needs；Curriculum and teaching
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  • 被引用次數被引用次數:期刊(13) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:109
  • 點閱點閱:111
本研究的目的是要瞭解幼稚園教師對其班級中特殊幼兒接受融合教育的評定和差異情形，具體來說，本研究是要分析特殊幼兒接受融合教育情形，包含特殊幼兒的社會互動和教師的課程及教學，其中社會互動指的是同儕互動、師生互動和親師互動；本研究並進一步探究不同因素對幼稚園教師在評定融合教育實施情形的差異情形為何。本研究採用調查研究法，研究對象為全國公私立幼稚園班級中有特殊幼兒之教師，包含公立幼稚園教師37 名及私立幼稚園教師83 名，共計120 名。本研究以問卷調查方式進行，研究工具為研究者自編之李克氏五點量表「特殊幼兒融合教育問卷」，問卷共分為兩個部分：問卷內容和教師基本資料，問卷內容經過專家效度、預試後的項目分析及因素分析，問卷內容共有35 題並分為五個成份，包含同儕互動、師生互動、親師互動、課程和教學。本研究以次數、百分比、平均數、標準差、T檢定及單因子變異數分析來分析資料，研究結果顯示： 一、特殊幼兒融合教育的社會互動：幼稚園教師對特殊幼兒在融合教育的社會互動評定正向，依評定高低順序為親師互動、師生互動、同儕互動。 二、融合教育的課程與教學：教師對其融合的課程與教學評定趨於正向，教師評定教學向度高於課程向度，此外，教師在課程調整或是個別化教學的執行有其困難。 三、差異程度：不同因素對幼稚園教師評定融合教育的差異情形如下 (一)不同幼稚園屬性教師在評定融合教育實施情形沒有顯著差異。 (二)任教區域不同的幼稚園教師在評定融合教育實施情形在教學向度中有顯著差異：南區教師在教學向度的評定高於北區教師。 (三)不同幼教背景的幼稚園教師在評定融合教育實施情形在各向度皆無顯著差異。 (四)不同特教背景的幼稚園教師在評定融合教育實施情形在各向度皆無顯著差異。 (五)班級中特殊幼兒的障礙類別和程度並未影響教師評定融合教育。
The purpose of this study was to examine early childhood inclusive education. A researcher-made questionnaire was conducted to examine how inclusive early childhood education teachers viewed the social interaction of young children with special needs and teachers＇ teaching and curricula. The total subjects were 120 kindergarten teachers whose class had young children with special needs. Furthermore, a qualitative research method was used, including some participant observations and interviews with teachers/parent. A descriptive analysis was used to survey the inclusive quality. In addition, some ANOVA analyses and the related post hoc analyses were used to investigate the differences between groups of teachers. The instrument of this study was five-point Likert’s scale questionnaire, included 35 items. These items were divided into 5 dimensions, including peer interaction, teacher-child interaction, parent-teacher interaction, teaching and curricula. The results as followings: 1. The teachers whose class had young children with special needs ranked that the social environment of young children with special needs was moderately positive. The results showed teacher-parent interaction was scored higher than teacher-child interaction and peer interaction. The peer and teacher-child interactions were common, however the duration was short. In addition, parent was expected to increase her participation. 2. The teachers of this study held a moderately positive perception toward their teachers＇ teaching and curricula. Teachers had some difficulties making adjustments in inclusive curricula and teaching strategies. 3. There was a significant difference between teachers from Northern Taiwan and teachers from Southern Taiwan in the dimension of teacher’s teaching.
期刊論文
1.鐘梅菁(199902)。學前融合教育實施之探討。新竹師院學報，12，381-395。new window  延伸查詢new window
2.鄒啟蓉(20040900)。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。特殊教育研究學刊，27，19-38。new window  延伸查詢new window
3.吳淑美(2003)。融合班常用的教學策略。國教世紀，207，57-70。  延伸查詢new window
4.傅秀媚(20020900)。發展遲緩兒童社會互動研究。幼兒教育年刊，14，125-144。new window  延伸查詢new window
5.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
6.Cavallaro, C. C.、Ballard-Rosa, M.、Lynch, E. W.(1998)。A preliminary study of inclusive special education services for infants, toddlers, and preschool-age children in California。Topics in Early Childhood Special Education，18(3)，169-182。  new window
7.Odom, S. L.、McEvoy, M. A.(1990)。Mainstreaming at the preschool level: potential barriers and tasks for the field。Topics in Early Childhood Special Education，10(2)，48-61。  new window
8.王天苗(2001)。運用教學支援建立融合教育的實施模式：以一公立幼稚園的經驗為例。特殊教育研究學刊，21，27-51。new window  延伸查詢new window
9.劉明松(20091200)。臺東地區國中小融合教育實施成效及問題之研究。東臺灣特殊教育學報，11，31-52。new window  延伸查詢new window
10.王天苗(20020900)。發展遲緩幼兒在融合教育環境裡的學習。特殊教育研究學刊，23，1-23。new window  延伸查詢new window
11.何東墀(20010600)。融合教育理念的流變與困境。特教園丁，16(4)，56-60。  延伸查詢new window
12.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
13.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
14.Jenkins, J. R.、Odom, S. L.、Speltz, M. L.(1989)。Effects of social integration on preschool children with handicaps。Exceptional Children，55(5)，420-428。  new window
15.Guralnick, M. J.(2000)。An agenda for change in early childhood inclusion。Journal of Early Intervention，23(4)，213-222。  new window
16.Peck, C.、Carlson, P.、Helmstetter, E.(1992)。Parent and Teacher Perceptions of Outcomes for Typically Developing Children Enrolled in Integrated Early Childhood Programs: A Statewide Survey。Journal of Early Intervention，16(1)，53-63。  new window
17.吳淑美(19991200)。融合教育的實施與困境。國教世紀，188，6-11。  延伸查詢new window
18.鈕文英(20060600)。國小融合班教師班級經營策略之研究。特殊教育學報，23，147-183。new window  延伸查詢new window
19.許碧勳(2001)。幼兒教育研究--學前幼兒融合班的探討。臺灣教育，606，2-9。  延伸查詢new window
20.黃世鈺(1998)。學前教育的特殊措施--啟蒙教育方案探究。國民教育研究學報，4，205-230。new window  延伸查詢new window
21.鄭雅莉(2002)。Perceptions of Inclusion by ECE and ECSE teachers in Taiwan。樹德科技大學學報，4(1)，221-240。new window  new window
22.Buysse, V.(1999)。Quality of early childhood programs in inclusive and noninclusive settings。Exceptional Children，65(3)，301-314。  new window
23.Bruder, M. B.(1998)。A comparison of the effects of type of classroom and service characteristics on toddlers with disabilities。Topics in Early Childhood Special Education，18(1)，26。  new window
24.Buysse, V.、Skinner, D.、Grant, S.(2001)。Toward a definition of quality inclusion: Perspectives of parents and practitioners。Journal of Early Intervention，24(2)，146-161。  new window
25.Carta, J.、Atwater, J.(1993)。Developmentally appropriate practices and early childhood special education。Topics in Early Childhood Special Education，13(3)，243-254。  new window
26.Cheuk, J.、Hatch, J. A.(2007)。Teachers' perceptions of integrated kindergarten programs in Hong Kong。Early Child Development and Care，177(4)，417-432。  new window
27.Council for Exceptional Children(1994)。Twelve principles for successful inclusive schools。CEC，1(2)。  new window
28.La Paro, K.、Sexton, D.、Snyder, P.(1998)。Program quality characteristics in segregated and inclusive early childhood settings。Early Childhood Research Quarterly，13(1)，151-167。  new window
29.Vakil, S.、Welton, E.、O'Connor, B、Kline, L. S.(2009)。Inclusion means everyone! The role of the early childhood educator when including young children with autism in the classroom。Early Childhood Education Journal，36，321-326。  new window
30.DEC/NAEYC(2009)。Early childhood inclusion: Ajoint position statement of the Division for Early Childhood (DEC) and the National Association forthe Education of Young Children (NAEYC)。Young Exceptional Children，12(4)，42-47。  new window
31.Dyson, L. L.(2005)。Kindergarten children’s understanding of and attitude toward people with disabilities。Topics in Early Childhood Special Education，25(2)，95-105。  new window
32.Han, J.、Ostrosky, M. M.、Diamond, K. E.(2006)。Children's attitudes toward peers with disabilities: Supporting positive attitude development。Young Exceptional Children，10(1)，2-11。  new window
33.Hollingsworth, H. L.、Buysse, V.(2009)。Establishing friendships in early childhood inclusive settings: What roles do parents and teachers play?。Journal of Early Intervention，31(4)，287-307。  new window
會議論文
1.何東墀(2001)。美國普通教育改革中融合教育的發展趨向151-166。  延伸查詢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
2.教育部特殊教育工作小組(2009)。98年度特殊教育統計年報。臺北：教育部。  延伸查詢new window
3.教育部特殊教育工作小組(1999)。88年度特殊教育統計年報。臺北：教育部。  延伸查詢new window
學位論文
1.謝藍芝(2005)。學前教育教師對特殊幼兒接納態度之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
2.林雯瑤(1995)。臺灣地區公共圖書館的社會角色與功能之研究(碩士論文)。淡江大學。  延伸查詢new window
3.楊智雯(2000)。學齡前融合式教育理念分析探討之研究(碩士論文)。中國文化大學。  延伸查詢new window
4.林少雀(2005)。實施融合教育教師態度、教學困擾與教師需求之研究--以台北縣國中小附設幼稚園為例(碩士論文)。中國文化大學，臺北。  延伸查詢new window
5.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
6.溫惠君(2001)。融合教育指標及其特殊教育績效之探討--以智障學生為例(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
7.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
8.廖又儀(2006)。嘉義縣市幼稚園教師對於學前融合教育專業知能與態度之研究。國立嘉義大學，嘉義市。  延伸查詢new window
9.林子煒(2009)。花蓮縣國民中小學融合教育實施指標意見調查研究。國立東華大學，花蓮。  延伸查詢new window
10.洪馨徽(2000)。幼稚園融合班中幼兒社會互動之探討：一個學前融合班的觀察。國立新竹師範學院，新竹市。  延伸查詢new window
11.陳心怡(2008)。花蓮縣國民小學融合教育實施現況之調查研究(碩士論文)。國立東華大學，花蓮。  延伸查詢new window
12.Keating, J.(1997)。Transitioning from inclusive early childhood programs to kindergarten。University of Kansas，Lawrence, KS。  new window
圖書
1.Sandall, S.、McLean, M. E.、Smith, B. J.(2000)。DEC recommended practices in early intervention/early childhood special education。Longmont, CO：Sopris West。  new window
2.吳淑美(2004)。融合班的理念與實務。心理。  延伸查詢new window
3.許碧勳(2003)。幼兒融合教育。臺北：五南。  延伸查詢new window
4.Bredekamp, Sue、Copple, Carol(1997)。Developmentally Appropriate Practice in Early Childhood Programs。Washington, DC：The National Association for the Education of Young Children。  new window
5.蔡昆瀛(2002)。從現況與需求析論北市學前融合教育的發展方向。花蓮市。  延伸查詢new window
6.Sandall, S.、Hemmeter, B.、Smith, M.、McLean, M.(2005)。DEC recommended practices: A comprehensive guide for practical application。Longmont, CO：Sopris West。  new window
7.Thompson, B.、Wickham, D.、Wegner, J.、Ault, M.、Shanks, P.、Reinertson, B.(1993)。Handbook for the inclusion of young children with severe disabilities。Lawrence, KS：Learned Managed Designs。  new window
8.Allen, K. E.、Schwartz, I. S.(1996)。The exceptionalchild: Inclusion in early childhood education。New York, NY：Delmar Publishers。  new window
9.Division of Early Childhood of the Council for Exception Children(2000)。Inclusion: A position statement of the Division for Early Childhood(DEC) of the Council for Exceptional Children endorsed by the National Association for the Education of Young Children。Washington DC：National Association for the Education of Young Children。  new window
其他
1.U.S. Department of Education(1998)。The condition of education 1998，http://nces.ed.gov/puhs98/98013.pdf， 。  new window
2.United Nations Educational, Scientific and Cultural Organization(1994)。The Salamanca statement and framework for action on special needs education，http://www.unesco.org/education/pdf/SALAMA_E.PDF， 20100816。  new window
3.U.S. Department of Education(2010)。Percentage distribution of students ages 6–21 served under the Individuals with Disabilities Education Act (IDEA), Part B, by educational environment and type of disability: Selected school years, 1989–90 through 2007–08，http://nces.ed.gov/programs/coe/2010/section1/table-cwd-2.asp， 20100816。  new window
圖書論文
1.鄭雅莉(2008)。發展遲緩幼兒在融合環境的同儕互動與教師介入策略：個案研究。中華民國特殊教育學會97年度年刊：邁向成功的融合。台北。  延伸查詢new window
 
 
 
 
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