中部地區國民小學普通班教師的特教專業知識自我知覺之研究

A Study of Special Education Knowledge Self-Perception of Regular Education Teachers in Central Taiwan Elementary Schools

本研究旨在探討中部地區國民小學普通班教師特教專業知識自我知覺之情形。研究者以自編的「國小普通班教師特教專業知識自我知覺量表」為研究工具，並以中部國民小學普通班教師為研究對象，有效回收問卷450份，所得資料再以描述性統計、t考驗與單因子變異數分析等進行統計分析。研究結果如下：（1）普通班教師的特教專業知識自我知覺以「學生的行為與社會互動技巧的管理知識」向度得分表現最高；「教學內容與實務知識」向度得分表現最低；（2）普通班教師在特教專業知識自我知覺會因為教師的服務地點、年齡、服務年資和兼任職務等背景變項的不同而有顯著差異；（3）教育部宜重新研議台灣《特殊教育教師專業標準》七個向度及48項指標：根據美國特殊兒童協會（CEC）明定特殊教育教師專業標準，研究者建議教育部宜在《特殊教育教師專業標準》七個向度48項指標進行修改，分別在七個向度48項的指標中清楚標出知識表現指標和技能表現指標，本研究將可以成為未來在特殊教育教師專業標準之「知識表現指標」參考依據。

This study examined special education knowledge self-perception of regular education teachersin central Taiwan elementary schools. A questionnaire was developed in the present research. Therewere 450 regular education teachers in this study. Data were analyzed through descriptive analysis,independent t-test, and one-way ANOVA. Results for self-perception of the teachers indicated that:(1) regarding special education knowledge, the highest score was knowledge of managing studentbehavior and social interaction skills; however, the lowest score was knowledge of instructionalcontent and practice; (2) School location, age, years of service, and school positions producedsignificant differences in special education knowledge; (3) minister of education should re-discuss 7dimensions and 48 indicators of Taiwan professional standards for the special educators. Accordingto the professional standards for the special educators of the Council for Exceptional Children in theUS, the researcher found Taiwan professional standards for the special educators lack of knowledgeand skills indicators in terms of seven dimensions. This study can be used as a reference forknowledge indicators of professional standards for the special educators.