特殊教育學系學生專業發展之研究──以嶺南師範學院為例

The professional development of students in Special Education Department: A case study of Lingnan Normal University

本研究旨在探討特殊教育學系學生專業發展需求現況，以及不同性別、不同年級專業發展比較。研究對象為嶺南師範學院特殊教育學系學生，共141名。以「問卷星」編輯問卷，結果歸納如下：一、嶺南師範學院特殊教育學系學生專業熟悉程度方面，除了能接納有特殊需求者之外，都在3.0以下。例如：具備一般特殊教育知能、了解特殊教育行政及特殊教育學生之權益及相關法規、具備整合特殊教育相關資源與專業合作的能力、能從事特殊教育學生鑑定與評量工作、能執行個別化教育計畫、能設計特教課程與執行教學、具備班級經營與輔導學生的能力、能運用科技輔具、能將知識概念運用在實務表現、喜歡與人（學生）互動、能維持穩定的情緒、具有生涯規劃與專業發展的能力、具有敬業精神與態度等十三項。二、嶺南師範學院特殊教育學系學生專業各項度需求程度，平均都在3.0以上。三、嶺南師範學院特殊教育學系學生專業熟悉程度和需求程度，男女生之間沒有顯著差異。四、嶺南師範學院特殊教育學系不同年級學生專業熟悉程度，有顯著差異且隨年級逐年增加。五、嶺南師範學院特殊教育學系不同年級學生專業需求程度，整體上並沒有顯著差異。

The purpose of this study is to explore the students' needs of professional development in special education pedagogy, and to compare the professional development of genders and grades. The participants were 141 students in the Department of Special Education of Lingnan Normal University. The questionnaire was edited by ''questionnaire Star'', and the results are summarized as follows: 1. The specialization of students in the Department of Special Education of Lingnan Normal University is below 3.0. 2. The students’needs of professional development, on average, are above 3.0. 3. There is no significant difference between male and female in the degree of professional satisfaction and the demand of professional development. 4. The professional satisfaction of students is significantly increased with the grade year. 5. There is no significant difference in the professional demand among students of different grades.