國小集中式特教班教師對小一新生學校適應能力之觀點探究

Teachers’ Perspectives on School Adjustment for Students at Entry to First Grade Special Education Classrooms

本研究旨在探討教師對一年級新生入國小集中式特教班基礎能力與其學校適應間重要性的觀點，採用自編問卷作為研究工具，以高屏地區國小集中式特教班在職教師為研究對象，共發出問卷163 份，回收有效問卷155 份，有效回收率95.68%。回收的研究資料經由次數分配、百分等級、平均數等描述性統計，以及變異數分析、獨立t 樣本檢定等方式進行分析，發現如下：（一）教師認為生活自理、人際溝通、團體適應、動作、認知學習領域的重要性皆介於「重要」至「非常重要」間；（二）五大學校適應領域的重要性排序依次為：團體適應、生活自理、人際溝通、動作、認知學習；（三）不同性別與年齡的教師分別在動作領域與認知學習領域之觀點有顯著差異；（四）接受不同師資培育訓練之教師在部分領域之觀點有顯著差異。

The purpose of this study was to investigate teachers’ perspectives on foundational skills and school adjustments for the first grade students at entry to self-contained classrooms. The self-made instrument was utilized, and in-service elementary special education teachers from the areas of Kaohsiung and Pintung were recruited for this study. The survey was sent to 163 potential participants; 155 complete responses were received, yielding a 95.68% response rate. Data were analyzed using descriptive statistics, analysis of variance, and t-tests. The results were found: (1) the range of teachers’ perceptions on five domains are between important and very important; (2) the rank of the importance for the five domains of school adjustments is as follows: self-care, group adjustment, interpersonal communication, motor, and cognitive learning; (3) the perspectives on the domains of motor and cognitive learning were influenced by teachers’ gender and ages, respectively; and (4) teachers’ professional training backgrounds are emerged as significant influence on the perspectives of some domains.