特殊教育服務群科以設計為本探討融合教育實務問題與實踐

The Explorations of Practical Issues and Practices on Designed-oriended Inclusive Education in Special Education Service Cluster

本研究採用設計為本發展性研究法，並以一所技術型高中之校長、行政人員、普通教育教師、特殊教育教師共20名為研究對象。運用焦點團體、個別訪談、專家諮詢和文件分析進行資料蒐集方法，以Nvivo 10工具軟體進行分析。蒐集融合教育現場實務問題，綜整問題解構、設計解決方案和實施策略，探析融合教育在服務群科實施課程實務滯點分析。本研究在高中教育階段，服務群課程進行實踐融合教育現況、問題查找、設計策略，以評估服務群課綱與落實融合教育實踐情形。本研究結論共聚斂四大項：(1)期盼在師培中心階段的教育指引；(2)共擬以生為本的適性多元評量；(3)架接校內外資源及優質伙伴關係；(4)倡議整合式教育並提供系統支持。盼祈在教育階段師資培育學術單位的培訓建議、實踐優質融合教育的多元評量參考、協助學校遴近資源整合、建立良好伙伴關係以及建立由上而下的主管機關教師輔導、監督及評估之參考。力踐融合教育教學現場，能銜接不同群科的課程重點，符應學生學習需求，以生為本的教育目標。

This study adopted the design-based developmental research method and invited a total of 20 participants including a principal, administrators, general education teachers, and special education teachers from a vocational high school as research subjects. Focus groups, individual interviews, expert consultation and document analysis were used to collect data, and Nvivo 10 tool software was used for analysis. This study collected onsite practical problems of inclusive education, comprehensively deconstructed the problems, designed solutions and implementation strategies, and analyzed the practical stagnation points of inclusive education in the implementation of curriculum for service groups. In the high school education stage, this study conducted practical inclusive education status, problems, design intermediary plans and enhancement courses in service group courses to evaluate the service group curriculum and implement inclusive education practice. The conclusions of this study converge on four major points: 1. Looking forward to educational guidance in the teacher training center stage; 2. Developing a student-centered adaptive multivariate assessment; 3. Connecting internal and external resources and high-quality partnerships; 4. Promoting integrated education and providing system support. This study was expected to provide training suggestions for academic units in teacher training at the educational stage, multiple evaluation references for the practice of high-quality inclusive education, assists schools in selecting and integrating resources, establishing good partnerships, and establishing top-down teacher guidance, supervision, and evaluation by competent authorities. This study also discussed how to practice inclusive education and teaching on-site, connect the curriculum focuses of different groups of subjects, meet the learning needs of students, and achieve student-oriented educational goals.