新北市國民中小學教育階段融合教育政策評估之研究

The Policy Evaluation for Inclusive Education at the Compulsory Education Level in New Taipei City

本研究旨在瞭解新北市國民中小學教育階段融合教育政策實行概況，針對其政策目標 達成情況與政策工具使用狀況進行評估，並分析不同學校背景實行融合教育政策的差異。 透過問卷調查法進行資料搜集，以研究者自編之「融合教育政策評估問卷」進行調查，問 卷內容涵蓋了政策目標達成狀況評估與政策工具實施現況評估等兩部分。問卷內部分題目 以官方數據資料作為說明，其餘部分則由353 位學校成員（含學校行政主管、普通班導師、 特教教師、普通生家長及特教生家長）進行填寫評估問卷。研究結果以描述性統計作為說 明，並使用t 考驗及單因子變異數分析(ANOVA)進行差異分析。結果發現如下：(1)新北市 融合教育政策目標執行現況普遍達滿意的程度，在「提供均等的教育機會」此項指標最具 滿意度；(2)新北市融合教育政策工具十分多元且有中等以上的肯定，在「建立專業團隊合 作」此指標最具滿意度；(3)新北市融合教育政策目標會受教育階段、學校規模及填答者身 份而產生差異；(4)新北市融合教育政策工具不因教育階段不同而產生差異。最後，依據研 究結果提出對融合教育政策實施修正之建議。

The purpose of this study was to evaluate the policy of inclusive education for the compulsory education level and take New Taipei City as the case for policy evaluation. This study applied the indicators to examine inclusive education policy in New Taipei City and assess the policy with questionnaire. Questionnaires were conducted on three-hundred-fiftythree school personnel and students’ parents. Some evaluative data was obtained through official statistics. The result was analyzed through t-test and one-way analysis of variance (ANOVA). Findings were summarized as follows: (1) The performance of implementing the objectives of inclusive education policy in New Taipei City， generally speaking， is above the average. As the research questionnaires indicate， “providing equal educational opportunity” indicators has the highest satisfaction. (2) In regard to the implementation of the instruments， schools utilize a variety of means， as “inter-professional collaboration” indicators reaches the highest satisfaction. (3) The effectiveness of the objectives of inclusive education policy varies according to educational level and school scales. (4) The effectiveness of instruments of inclusive education policy shows no such difference. Based the conclusions on the research to give advice to educational administration authorities， schools， and future studies for reference in order to promote the inclusive education.