桃園縣視障學生融合教育之實行與學校領導者角色

Inclusive Schooling Implementation for Students with Visual Impairments and Expected Roles of School Leaders in Taoyuan County

本研究目的是檢視桃園縣三所國中執行融合教育的成效，本研究選擇學校教師與特殊教育組長為研究對象，以深入訪談進行資料蒐集。除此之外，本研究以統合性的全面服務（ICS）模式作為概念架構並且採用持續比較法進行資料分析。研究結果發現三所學校執行融合教育獲得的五項支持為：（1）巡撫教師的協助；（2）專業團隊的合作；（3）學習環境的調整；（4）加強人際互動；以及（5）視功能的評估與訓練。本研究發現四項遭遇到的障礙為：（1）個別化教育計畫會議時間的限制；（2）不充裕的考試時間；（3）缺乏知識與技巧；及（4）家長的態度。本研究亦發現兩項對學校領導者的期待為評估教職員的能力及加強教師專業合作。根據研究發現，本研究提出一項可以幫助融合教育推展的計畫，包含：（1）支持融合教育教師；（2）提供融合教育訓練給教職員；及（3）政策制定與執行融合教育。藉此計畫，本研究能夠協助三所學校消弭融合教育環境中遇到的障礙以執行有效率的融合教育。

The purpose of the study was to examine the effects of the inclusive schooling implementation at three junior high schools in Taoyuan County. The study chose school teachers and directors of special education division as participants and utilized in-depth interview to conduct data collection. Additionally, the study employed Integrated Comprehensive Service (ICS) model as the conceptual framework and used a constant comparative method for data analysis. The results of study revealed five supports of implementing inclusive schooling at the three schools: (1) the assistance of itinerant teachers; (2) the collaboration of professionals; (3) the adjustment of learning environment; (4) reinforcement of interpersonal interactions; and (5) the assessment and training of visual function. There were four barriers encountered: (1) limited time for individualized education program meetings; (2) insufficient exam time; (3) lack of knowledge and skills; and (4) the attitude of parents. The study also discovered the two expected roles of school leaders were measuring faculty member capability and strengthen collaboration and skills. Based on the findings, a plan to promote inclusive schooling was further recommended involving: (1) supporting the needs of inclusiveness teachers; (2) providing training for faculty members for inclusive schooling; and (3) making policy and implementing inclusive schooling. By doing so, the study can assist the three schools to eliminate barriers that existed in the inclusive schooling settings and carry out efficiently inclusive schooling.