海峽兩岸視障教育教師專業知能調查研究

A Study of the Professional Competencies of Teachers of Students with Visual Impairment in Taiwan Strait

本研究旨在探討海峽兩岸視障教育教師具備專業知能的程度以及該專業知能的重要性程度，俾利於視障教育教師專業知能的培訓規劃。以海峽兩岸各省市師範院校特殊教育學系教授和學生、各特殊教育學校校長、教師為對象，共266名；大陸地區246名，臺灣地區20名。以問卷形式發放，以微信（Wechat）為媒介。結果歸納如下：1.海峽兩岸特殊教育人員對視障教育專業知能，半數以上認為不具備的有十項，依序為：使用二級點字和聶美茲點字系統製作點字教材；指導視障生性教育的教學法；設計方案模式，包括有效的職業輔導和升學規畫；使用適合視障者的評量工具，如盲人學習性向測驗，基本概念的觸覺測驗，診斷評量過程；使用點字機，點字板和計算器製作點字教材；瞭解各種電腦和智慧化電子設備的輸入和輸出，以促進電腦技能，達到特殊的需求；視障生從大社區中獲得資訊和服務；全盲或低視力之評量須變通其方式；協助家長和專業人員規劃視障生適當的升學方案；法律上有關視障學生特殊設備及教材之供應。2.海峽兩岸特殊教育人員對視障教育專業知能，半數以上認為很重要的有六項依序為：教師的態度行為將影響視障生的行為；基本生活技能的指導：包括：獨立生活、適應社區生活、人格發展和就業等；視障在學習和經驗獲得上的影響；發展獨特的教學策略，以增進其學習，包括改變環境，調整教材和特殊的教學方法。對於視障生的篩選、轉介和分類，應注意其過程，包括視力篩選的方法，功能性的視覺評估，學習媒介的評量；設計多感官的學習環境，鼓勵視障生多參與各種團體或個別的學習活動。3.海峽兩岸特殊教育人員對視障教育專業知能，半數以上認為不具備但很重要的有六項：法律上有關視障學生特殊設備及教材之供應。使用適合視障者的評量工具，如盲人學習性向測驗，基本概念的觸覺測驗，診斷評量過程。指導視障生性教育的教學法。瞭解各種電腦和智慧化電子設備的輸入和輸出，以促進電腦技能，達到特殊的需求。設計方案模式，包括有效的職業輔導和升學規畫。協助家長和專業人員規劃視障生適當的升學方案。4.海峽兩岸特殊教育人員對視障教育專業知能的重要議題排序為：視障兒童心理與學前教育、視障教育教師專業知能的提升、視障者的就業問題、視障者的持續教育與職業教育、低視力學童的教育、視障教育專業評估、科技輔具在視障教育上的應用、視障者的贍養問題、視多障教育、視障學生的融合教育。

The purpose of this study is to explore the degree of Professional Competencies of teacherswith visual impairment in the straits, and the importance of this specialty, so as to make it possiblefor the teachers of visual impairment to teach professional knowledge and training. A total of 266professors and students, principals and teachers across the Taiwan Strait were targeted. Of which 20were recycled in Taiwan and 246 in mainland China.A questionnaire was issued to the WeChat as the media, the results are summarized as follows：1. More than half of the 10 items considered to be least available are： using the Contractionbraille and Nemeth Braille system to produce Braille textbooks; to guide the teachingmethod of visual impaired sex education; Design scheme models, including effective careercounseling and school planning; use of assessment tools for the visually impaired, such asthe Blind Learning Aptitude test, the basic concept of tactile test, diagnostic evaluationprocess; Braille and calculator to make Braille textbooks; understand the input and output ofcomputers and intelligent electronic devices to promote computer skills to meet specificneeds; Visually impaired students receive information and services from large communities;the assessment of total blindness or amblyopia must be adapted to the way To assist parentsand professionals in the planning of appropriate education programmes for the visuallyimpaired; the supply of special equipment and teaching materials for visually impairedstudents in law.2. More than half of the six items considered important are： The teacher's attitude3. behavior will affect the behavior of the visually impaired students, the basic life skills of theguidance ： including： Independent living 、adapt to community life 、personalitydevelopment and employment, the impact of visual impairment on learning and experience,development of unique teaching strategies to enhance their learning, including changing theenvironment, Adjust textbooks and special teaching methods. For the screening andclassification of visually impaired students, attention should be paid to the process,including methods of vision screening, functional visual assessment, evaluation of learningmedia, design of a learning environment, and encouragement of visually impaired studentsto participate in various groups or individual learning activities. 4. More than half of the six items considered not to be available but more than half consideredimportant were： legal provision of special equipment and materials for visually impairedstudents. Use assessment tools for the visually impaired, such as the Blind LearningAptitude test, the basic concept of tactile testing, and the diagnostic evaluation process.Teaching method to guide the education of visual impaired nature. Understand the input andoutput of computers and intelligent electronic devices to promote computer skills to meetspecial needs. Design scheme model, including effective career guidance and schoolplanning.To assist parents and professionals in the planning of appropriate educationprogrammes for visually impaired students.5. The priority issues of special education teachers and students across the Taiwan Strait are：the psychological and preschool education of visually impaired children, the promotion ofprofessional knowledge of teachers with visual impairment, the employment of the visuallyimpaired, the continuing education of the visually impaired and vocational education, theeducation of the students with low vision, the professional assessment of visual impairment,and the application of science and technology in the visual barrier education6. The maintenance of the visually impaired, the education of the students with multipledisabilities and the integration of the visually impaired.