台中市國中視障學生學習成效與支持系統之現況與問題

Analysis of Learning Effects and Support Systems for the Visually-impaired Students at Junior high Schools in Taichung City

本研究試圖檢視台中市三位安置於普通國中之九年級視障學生的學習及接受特教服務的現況。研究採半結構式訪談，深入訪談三位視障學生，三位家長、兩位台中市視障巡迴輔導教師、兩位普通班教師，及兩位學校行政人員，合計十二位。訪問結果編碼分析後發現：
一、支持系統的現況：（一）視障巡迴輔導教師未獲充分支持（二）普通教師意願影響行政措施之成效（三）升學及考試服務有待調整。
二、視障學生的學習成效：（一）障礙程度並非學業表現之關鍵（二）數理、圖表的學習較為困難（三）模擬考成績有失客觀。
三、視障學生的學習需求與困難：（一）需要課後學科輔導且補充教材不足（二）需具學科專長之教學助理。
最後根據研究結果，提出建議以供未來學校教師及相關實務工作者參考。

This study attempted to examine the learning status of three nine-graders with visual impairments and the support systems offered by junior high schools in Taichung City. This study adopted semi-structured interview to conduct data collection. Twelve study participants consisted of two itinerant teachers for the visually-impaired, two general education teachers, two school administrators, three students with visual impairments and their parents. After data analysis, the study identified following findings:
The status of support systems at inclusive schooling settings:
(1) Insufficient support for the itinerant teachers.
(2) The attitude of general education teachers has an influence on administration.
(3) Accommodation of entrance exam service.
The learning effects of the visually-impaired students:
(1) The degree of impairment is not the key to learning performance.
(2) Difficulties in learning math and diagrams.
(3) Not objective scores of mock exams.
The difficulties and demands for the students with visual impairments at inclusive schooling settings.
(1) Need after-school subject counseling and sufficient supplementary teaching materials.
(2) Need the help of professional teaching assistants.
In consequence, the study proposed implications for future research studies and researchers.