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題名：普通班身心障礙學生學校支持服務模式之建構
書刊名：當代教育研究季刊
作者：孫淑柔／黃澤洋
作者(外文)：Sun, Shu-jou／Huang, Tse-yang
出版日期：2018
卷期：26:1
頁次：頁77-113
主題關鍵詞：學校支持服務；特殊教育長期追蹤資料庫；身心障礙學生；普通班教師；School support services；Special Needs Education Longitudinal Study；Students with disabilities；Teachers in general education classrooms
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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)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:197
  • 點閱點閱:12
研究目的：本研究目的在建構身心障礙學生學校支持服務的預測模式、探討身心障礙學生學校支持服務的獲得現況、以及不同背景變項身心障礙學生獲得學校支持服務的差異情形。研究設計／方法／取徑：研究者選取特殊教育長期追蹤資料庫99學年度安置於普通班的小六及國三學生共1,454位參與者進行研究，並以普通班教師問卷為研究工具進行次級資料分析。研究發現或結論：一、本研究發現，身心障礙學生學校支持服務模式最大的影響因素是人力資源，其次是教學調整，教師專業知能的影響最低。二、普通班教師與特教教師合作的比例高於巡迴輔導教師及治療師；教學調整方式以調整教室環境、調整作業內容或完成時間、以及調整教學方法最普遍；身心障礙學生的支持服務以學雜費減免、獎助學金、考試評量調整最常見。三、不同居住地區的身心障礙學生在巡迴輔導教師的幫助、以及與特教教師的合作有顯著差異。四、不同障礙類別的身心障礙學生獲得學校支持服務有顯著差異。研究原創性／價值：本研究以全台特殊教育大樣本建立預測模式，結果發現特殊教育相關人力資源對身心障礙學生獲得學校支持服務的影響最大，其次則是教學調整，而普通班教師的特教專業知能對身心障礙學生獲得學校支持服務缺乏直接明顯的預測力。
Purpose: The objectives of this study were (i) to establish a model that describes and predicts the school support services provided to students with disabilities in general education classrooms, and (ii) to understand the school support services that such students receive and explore the background factors that might influence the provision of such services. Design/methodology/approach: This study used the data from the Special Needs Education Longitudinal Study (SNELS), which collected data on sixth- and ninth- grade students with disabilities who had been placed in general education classrooms in the 2010 academic year. In total, 1,454 students with disabilities were selected for the analyses. Findings: First, human resources had the greatest influence on school support services in the model, and teaching accommodations had the second greatest. By contrast, teachers' special education knowledge and competency in general education classrooms were no significant in the model. However, cooperation between teachers in general education classrooms and special education teachers was higher than that between itinerant teachers and therapists. The most commonly used teaching accommodations were classroom environment, homework content or completion time, and teaching strategies. The main support services were tuition waivers, scholarships and examination adjustments. Third, school location of students with disabilities had a significant effect on the level of help received from itinerant teachers, and collaboration with special education teachers. Fourth, disability category had a significant effect on most support services variables provided by the school. Originality/value: This study used the SNELS database, which provided a large sample size, to establish a predictive model. The major findings were that human resources in special education had the greatest influence on school support services; the second most influential factor was teaching accommodations. By contrast, teachers' special education knowledge and competency in general education classrooms did not have direct significant predictive roles in the model.
期刊論文
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2.Carter, N.、Prater, M. A.、Jackson, A.、Marchant, M.(2009)。Educators' perceptions of collaborative planning processes for students with disabilities。Preventing School Failure，54(1)，60-70。  new window
3.洪榮照、湯君穎(20100400)。國民小學普通班教師參與個別化教育計畫之研究。特殊教育與輔助科技學報，1，81-115。new window  延伸查詢new window
4.張喜凰、林惠芬(20111200)。國小普通班自閉症學生學校適應與學校支持之研究--以中部地區為例。特殊教育與復健學報，25，25-46。new window  延伸查詢new window
5.Downing, J. E.、Eichinger, J.、Williams, L. J.(1997)。Inclusive education for students with severe disabilities: Comparative views of principals and educators at different levels of implementation。Remedial and Special Education，18(3)，133-142。  new window
6.Lee, S.、Wehmeyer, M. L.、Soukup, J. H.、Palmer, S. B.(2010)。Impact of curriculum modifications on access to the general education curriculum for students with disabilities。Exceptional Children，76(2)，213-233。  new window
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9.王淑惠(20110500)。由特殊教育長期追蹤資料庫分析國小階段身障生在普通班接受教學調整與考試調整情形。雲嘉特教期刊，13，23-30。new window  延伸查詢new window
10.Scott, Barbara J.、Vitale, Michael R.、Masten, William G.(1998)。Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review。Remedial and Special Education，19(2)，106-119。  new window
11.Bentler, Peter M.(1990)。Comparative fit indexes in structural models。Psychological Bulletin，107(2)，238-246。  new window
12.邱上真(20010700)。普通班教師對特殊需求學生之因應措施、所面對之困境以及所需之支持系統。特殊教育研究學刊，21，1-26。new window  延伸查詢new window
13.崔夢萍(20060300)。運用同儕協助學習策略於國小融合教育國語文學習之研究。特殊教育研究學刊，30，27-52。new window  延伸查詢new window
14.Brock, M. E.、Biggs, E. E.、Carter, E. W.、Cattey, G. N.、Raley, K. S.(2016)。Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms。Journal of Special Education，49(4)，221-232。  new window
15.Villa, R. A.、Thousand, J. S.(2003)。Making inclusive education work。Educational Leadership，61(2)，19-23。  new window
16.Wehmeyer, M. L.、Lance, G. D.、Bashinski, S.(2002)。Promoting access to the general curriculum for students with mental retardation: A multi-level model。Education and Training in Mental Retardation and Developmental Disabilities，37，223-234。  new window
17.李慧韻(20080600)。身心障礙學生學校支持系統之探討。臺東特教，27，1-4。  延伸查詢new window
18.陳蓉潔、孫淑柔(20141200)。國中小啟智班教師知覺專業知能的具備程度及需求情形之研究。師資培育與教師專業發展期刊，7(2)，97-122。new window  延伸查詢new window
19.劉蘭瑛、孔淑萱、黃澤洋(20151200)。影響國小普通班教師教導身心障礙學生專業知能與勝任感因素之研究：由特殊教育長期追蹤資料庫分析。東臺灣特殊教育學報，17，31-55。new window  延伸查詢new window
20.Alquraini, T.、Gut, D.(2012)。Critical components of successful inclusion of students with severe disabilities: Literature review。International Journal of Special Education，27(1)，42-59。  new window
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22.Downing, J. E.、Peckham-Hardin, K.(2007)。Supporting inclusive education for students with severe disabilities in rural areas。Rural Special Education Quarterly，26(2)，10-15。  new window
23.O'Rourke, J.、Houghton, S.(2008)。Perceptions of secondary school students with mild disabilities to the academic and social support mechanisms implemented in regular classrooms。International Journal of Disability, Development and Education，55(3)，227-237。  new window
24.Santoli, S. P.、Sachs, J.、Romey, E. A.、McClurg, S.(2008)。A successful formula for middle school inclusion: Collaboration, time, and administrative support。Research in Middle Level Education，32(2)，1-13。  new window
25.Sun, S.-J.、Huang, T.-Y.(2016)。School support services model for students with disabilities in general education classrooms: Using data from the Special Needs Education Longitudinal Study in Taiwan。Journal of Literature and Art Studies，6(9)，1063-1077。  new window
26.Tagayuna, A.、Stodden, R. A.、Chang, C.、Zeleznik, M. E.、Whelley, T. A.(2005)。A two-year comparison of support provision for persons with disabilities in postsecondary education。Journal of Vocational Rehabilitation，22，13-21。  new window
27.Valeo, A.(2008)。Inclusive education support systems: Teacher and administrator views。International Journal of Special Education，23(2)，8-16。  new window
28.Bentler, P. M.(1992)。On the fit of models to covariance and methodology to the bulletin。Psychological Bulletin，112(3)，400-404。  new window
29.李純慧、程鈺雄(20091200)。花東地區身心障礙資源班教師專業角色知覺及教學效能之研究。東臺灣特殊教育學報，11，53-78。new window  延伸查詢new window
30.蘇文利、盧台華(20060300)。利用自然支援進行融合式班級合作諮詢模式之行動研究。特殊教育研究學刊，30，53-73。new window  延伸查詢new window
31.吳佳臻、張勝成(20081200)。國民中學特殊教育教師在職進修需求之研究。東臺灣特殊教育學報，10，151-165。new window  延伸查詢new window
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研究報告
1.教育部特殊教育工作小組(2011)。100年度特殊教育統計年報。臺北市：教育部。  延伸查詢new window
2.教育部統計處(2016)。105年度特殊教育統計年報。臺北市：教育部。  延伸查詢new window
學位論文
1.張意如(2008)。國小普通班教師對身心障礙學生支持系統之需求與滿意度調查研究：以臺中縣為例(碩士論文)。國立臺中教育大學，臺中市。  延伸查詢new window
2.朱坤昱(2010)。國小普通班教師對特殊需求學生實施課程與教學調整之調查研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
3.李靜宜(2012)。臺中市教師及不同專業團隊人員對提供國小特殊教育專業團隊服務之研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
4.周曉京(2016)。國中身心障礙學生專業團隊服務需求及支持之調查--以桃園市為例(碩士論文)。中原大學，桃園市。  延伸查詢new window
5.邱惠暄(2011)。普通班教師對身心障礙學生支持系統之後設分析研究(碩士論文)。國立東華大學，花蓮縣。  延伸查詢new window
6.張照明(2003)。普通高中職視覺障礙學生學校生活適應及學校支持系統之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
圖書
1.Kirk, S.、Gallagher, J. J.、Coleman, M. R.、Anastasiow, N. J.(2011)。Educating exceptional children。Belmont, California：Cengage Learning。  new window
2.教育部(2012)。特殊教育法規選輯。臺北市：教育部。  延伸查詢new window
3.鈕文英(2015)。擁抱個別差異的新典範：融合教育。心理出版社。new window  延伸查詢new window
4.Jöreskog, K. G.、Sörbom, D.(1992)。LISREL: A guide to the program and applications。Chicago, Illinois：Scientific Software International, Inc.。  new window
5.黃芳銘(2007)。結構方程模式：理論與應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
6.王天苗(2014)。99學年度調查資料使用手冊。桃園市：中原大學。  延伸查詢new window
7.Westling, D.、Fox, L.(2009)。Teaching students with severe disabilities。Upper Saddle River, New Jersey：Merrill Prentice Hall。  new window
8.Blackorby, J.、Korkey, A.、Wagner, M.、Levine, P.、Schiller, E.、Sumi, C.(2007)。What makes a difference? Influences on outcomes for students with disabilities。Menlo Park, California：Office of Special Education Programs, U.S. Department of Education。  new window
9.Levine, P.、Marder, C.、Wagner, M.(2004)。Services and supports for secondary school students with disabilities: A special topic report from the National Longitudinal TransitionStudy-2 (NLTS2)。Menlo Park, California：SRI International。  new window
10.Osgood, R. L.(2005)。The history of inclusion in the United States。Washington, DC：Gallaudet University Press。  new window
11.U.S. Department of Education(2014)。34th annual report to Congress on the implementation of the individuals with Disabilities Education Act, 2012。Washington, DC：U.S. Department of Education。  new window
12.陳寬裕、王正華(2010)。結構方程模型分析實務：AMOS的運用。五南圖書出版股份有限公司。  延伸查詢new window
單篇論文
1.Varma, C.(2007)。Improving quality of elementary education by monitoring professional competencies of teachers for inclusive education(ED 494892)。  new window
圖書論文
1.Knokey, A.、Blackorby, J.、Wagner, M.(2007)。Relationships between receiving accommodations and learning supports and longitudinal outcomes。What makes a difference? Influences on outcomes for students with disabilities。Menlo Park, California：Office of Special Education Programs, U.S. Department of Education。  new window
 
 
 
 
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