臺灣省視覺障礙兒童混合教育計畫巡迴輔導問題及其因應之研究－－視障教育巡迴輔導員的觀點

A Study on Problems of Teaching and Coping in Taiwan Provincial Program for the Integrated Visually Impaired Children- Itinerant Teacher' Perspectives

本研究係以質的訪談進行資料收集。訪對象為二十四位臺灣省視覺障礙巡迴輔導員。採一般訪談指引法，事先擬定訪談主題，訪談時沒有固定的程序與標準用語。訪談資料之整理以歸納分析的方式，分析討論視覺障礙巡迴輔導員的教學輔導問題與因應。依本研究結果，可得以下結論：一、各縣市視覺障礙兒童混合教育教學輔導之運作，悉依「臺灣省視覺障礙兒童混合教育計畫實施要點」執行。二、實施上的問題是缺乏工作考核、行政長官支持度待加強、兼辦過多行政工作、巡迴輔導人員不足。三、視覺障礙教育巡迴輔導員所兼辦的行政工作大都與特殊教育無關。四、教學輔導的次數與時間偏低。對弱視學生及國中、高中職視障學生的教學有無力感。五、教學輔導與行政工作衝突時的因應策略有八種方式：調時間、延至下次、電話教學、下班後前往、假日前往、請其他輔導員代理、捨棄輔導、暫緩行政工作。因應策略與教學輔導的時間與次數有關。

The purpose of the study was intended to explore the current state and difficulties of the Taiwan provincial program for the integrated visually impaired children and how do the itinerant teachers cope with their difficulties. The general interview guide approach should be conducted in this study. It is the one of qualitative research method. There are twenty-four itinerant teachers of students with visual impairments in Taiwan provincial gathered information by in depth interviews. Data is analyzed by inductive analysis. The main finding s were as follows. 1.The tasks act accordance with the rule of Taiwan provincial program for the integrated visually impaired children on every city and county. 2.There are five trouble problems posed by this study. The problems include no evaluation for this program; The educational officers support this program just a little; The itinerant teacher has lots of administrative tasks; Itinerant teachers are not enough in each city and county. 3.The itinerant teachers have to do administrational tasks. These tasks do not relate visually impaired education. 4.The itinerant teachers have insufficient time to teach their visually impaired students. It is the fact that the frequency and the amount of time of teaching and counseling are too less. The other hand, They feel very difficult to counsel their partially sighted and junior or senior students. 5.There are eight coping strategies when the itinerant teachers meet conflicts between administrational task and teaching. Coping strategies include changing the schedule with students, put it off till next times, telephone teachings, teaching on duty off, another itinerant teacher to teach, do not teach, and pausing the administrational tasks. The suggestions are rose. The instrument is appended.