特殊教育學系學生專業發展與多元智能發展之研究—─以嶺南師院為例

The study of the professional development and multi-intelligence development of students in the Department of Special Education takes Lingnan Normal University as an example

本研究旨在探討嶺南師院特殊教育學系學生專業發展與多元智能發展現況，畢業生與在校生特教專業發展程度與多元智慧發展程度之比較。至於潛在目的是想瞭解特殊教育學系學生哪些能力需要追求。嶺南師院特殊教育學系學生共有711人，畢業生403人在校生308人，協助填寫問卷的有421人，回收率59.21%。研究結果如下：1.特教系學生對於專業發展孰悉程度較高的依序為:喜歡與人（學生）互動、能接納有特殊需求者、具有敬業精神與態度、具有生涯規劃與專業發展的能力、能維持穩定的情緒。2.特教系學生需要加強的項目依序為:能從事特殊教育學生鑒定與評量工作、了解特殊教育行政及特殊教育學生之權益及相關法規、能運用科技輔具、具備整合特殊教育相關資源與專業合作的能力、具備班級經營與輔導學生的能力、能設計特教課程與執行教學、能將知識概念運用在實務表現、能執行個別化教育計畫、具備一般特殊教育知能等項，還有發展的空間。3.特教系學生多元智能發展較優的依序為:知人、自知、自然、語言、空間等向度，略顯不足的有數學邏輯、身體動覺和音樂等。4.特教系學生特教專業的發展，在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等方面，畢業生顯著的優於在校生且達統計上的顯著差異。5.特教系學生在多元智能發展上，在校生在語言、自知和自然方面優於畢業生，且達統計上.05的顯著差異。6.特教系學生認為特教專業除了核心課程之外，可以增設的延伸課程依序為:美術、音樂、體育等。7.特殊教育學系認為如學校空間許可，對學生最有幫助的設置甚麼空間依序為：專業教室、諮商室、實驗室、圖書室、交誼廳等。

"The purpose of this study is to explore the current situation of the professional development and multi-intelligence development of students in the Special Education Department of Lingnan Academy of Sciences, and the comparison between the degree of development of graduate and Students the degree of multi-intelligence development. As for the potential purpose is to understand what abilities special education students need to pursue. The results of the study are as follows: 1. Special education students have a high degree of knowledge of professional development in order: like to interact with people (students), can accept people with special needs, have professionalism and attitude, career planning and professional development ability, can maintain a stable mood. 2. The projects that special education students need to strengthen are: being able to carry out special education student identification and evaluation work, understanding the rights and interests of special education administration and special education students and related regulations, being able to use scientific and technological aids, having the ability to integrate special educationrelated resources and professional cooperation, having the ability to manage and tutor students, being able to design special education courses and carrying out teaching, being able to apply the concept of knowledge in practice, being able to implement individual education plans, having general special education knowledge, etc. 3. Special education students multi-intelligence development of better order: know people, selfknowledge, nature, language, space and other direction, slightly inadequate mathematical logic, physical movement and music. 4. The development of special education majors for special education students, in terms of being able to implement individual education plans, designing special education courses and implementing teaching, having the ability of class management and tutoring students, being able to use scientific and technological aids, and applying the concept of knowledge to practical performance, has significantly outperformed the students and made statistical differences. 5. In the development of multi-intelligence, students in the special education department are superior to graduates in language, self-knowledge and nature, and have a statistically significant difference of .05. 6. Special education students believe that special education majors in addition to the core curriculum, can be added to the extended curriculum in order: art, music, sports and so on.7. The Department of Special Education believes that, if the school space permits, the most helpful settings for students what space in order: professional classrooms, consulting rooms, laboratories, libraries, friendship halls and so on."