廣東省教師對融合教育發展的觀點

Reflections on the development of inclusion education in Guangdong Province

本研究旨在融合教育的發展現況，以問卷調查廣東省現職特殊教育教師對融合教育的認知，對融合教育實施現況滿意度，對融合教育招收特殊需求學生類別的看法，對融合教育實施面臨困境的看法，對解決融合教育困境的策略。藉以思考反思廣東省融合教育的發展策略。填答卷人數208名。調查結果如下：
1.現職特殊教育教師對融合教育的認知方面，有66%具有較正向的概念。
2.對融合教育實施現況，不滿意達72%，顯然還有很大的發展空間。
3.認為特殊需求學生適合在普校就讀者達71%，其中肢體障礙學生達89%.適合的排序依次為肢體障礙、特殊學習困難、言語障礙、注意力不足／過動、聽覺障礙、智能障礙、自閉症症、腦性麻痺、情緒及行為問題、視覺障礙等。
4.認為融合教育實施面臨困境，依序為專業支持人員不足、個人的融合教育培訓不足、針對融合生需要的教材不足、教育心理學家到校支持不足、學校相關設備不足、學習支援津貼不足、缺乏足夠時間照顧融合生、融合生家長不願與校方配合、融合教育培訓課程缺乏應用實踐的內容無法應付實際需要、政府無法為學校提供足夠的資源推行融合教育、政府還無法為學校提供足夠的校本專業支援等等。
5.認同解決融合教育困境的策略依序為1）.加強融合及非融合生家長及公眾教育，以提升他們對融合教育的瞭解、2）.提供針對各類融合生需要的教材，特別是過度活躍症、特殊學習困難及自閉症等三類融合生，以支持教師做好融合生的學與教、3）.融合教育的培訓，應加強應用實踐的內容、4）.特殊教育需要統籌主任應納入常額編制，以更有效地統籌校內融合教育的工作、5）.減少教師課節，改善師生比例，讓教師騰出空間照顧融合生及加強相關的培訓。
6.不同年資教師對融合教育觀點有顯著差異，年資在1-5年的教師在對融合教育的認知、接納身障學生方面、困擾以及解決策略都較高較為認同；但在滿意度方面，6年以上教師對目前融合教育的現況較為滿意。
7.普通教育教師對目前融合教育現況較為滿意，但特殊教育學校教師對於融合教育接納身障學生為認同。

This study aims to investigate the views of current special education teachers in Guangdong Province on inclusion education by surveying the development of inclusive education. To reflect on the development strategy of inclusive education in Guangdong Province. The number of respondents was 208. The findings were as follows:
1. 66% of current special education teachers have a positive concept of inclusive education.
2. 72% were dissatisfied with the current status of the implementation of inclusive education, and obviously there was still a lot of room for development.
3. 71% of students with special needs were suitable for general schools, of which 89% were students with physical disabilities.
4. It was believed that the implementation of inclusive education is facing difficulties, including insufficient professional support personnel, insufficient personal inclusive education training, insufficient teaching materials for the needs of inclusive students, insufficient support for educational psychologists to attend school, insufficient school-related equipment, insufficient learning support subsidies, etc.
5. Agree that the strategies to solve the dilemma of inclusive education were: 1). Strengthen the education of parents and the public of inclusive and non-inclusive students, 2) Provide teaching materials tailored to the needs of various inclusive students to support teachers in learning and teaching inclusive students, 3) The training of inclusive education should strengthen the content of applied practice,4) The Director of Special Education Needs Coordination should be included in the regular establishment to more effectively coordinate the work of inclusive education in schools, 5) Reduce teacher lessons, improve the teacher-student ratio, free up space for teachers to take care of inclusive students and strengthen related training.
6.There were significant differences in the views of different senior teachers on inclusive education, and teachers with 1-5 years of experience are more likely to agree with them in terms of awareness of inclusive education, acceptance of students with disabilities, difficulties and resolution strategies; However, in terms of satisfaction, teachers with more than 6 years were more satisfied with the current situation of inclusive education.
7.General education teachers are more satisfied with the current situation of inclusive education, but teachers in special education schools agree that inclusive education accepts students with disabilities.