國小資源班教師對間接服務之重要性認知與執行現況調查－以新北市為例

Abstract

為落實融合教育以協助身障生的學習，資源班教師除了直接面對學生教學外，更需要提供許多支持性服務，啟動全校性的特教服務和支持。本研究的目的在探討新北市國小資源班教師對間接服務的重要性認知及執行情形，並進一步探討不同背景變項資源班教師的差異情形。本研究採用問卷調查法，以新北市國小資源班教師為研究對象，依各區資源班教師人數比例分層取樣共205人，回收份數共194份，有效問卷共170份，回收率為95%。資料分析用描述性統計、獨立樣本t檢定、單因子變異數分析、相依樣本ANOVA，分析結果為：一、國小資源班教師普遍認為間接服務具備相當程度的重要性。二、國小資源班教師在間接服務之重要性認知上，會因「不同教師資格」在「團隊合作」有達顯著差異，以正式教師顯著高於代理教師；亦會因「不同任教年資」在「其他」達顯著差異，經事後比較發現任教年資6-10年者顯著高於任教年資11年以上者。三、國小資源班教師在間接服務各項目的執行程度皆低於重要性認知。四、國小資源班教師在間接服務之執行，「不同教師資格」在「團隊合作」項目有達顯著，分析結果為正式教師顯著高於代理教師；「不同任教年資」在「團隊合作」及「學習與人力協助」有達顯著，分析得知「團隊合作」項目之教師的任教年資越長其執行頻率越高；「不同個案管理數」在「團隊合作」項目有達顯著差異，分析得知個管數13人以上者平均等級高於個管數6-12人者。五、國小資源班教師實施間接服務困境為時間、人力與制度支持不足。依據以上研究結果，給予學校行政單位、資源班教師及未來研究相關建議，供後續參考。To implement inclusive education and better support students with disabilities, resource-room teachers are expected to supplement direct instruction with indirect services that mobilize school-wide special education support.This study aimed to investigate elementary school resource-room teachers in New Taipei City by exploring their perceptions of the importance of indirect services, examining the current implementation of these services, and identifying differences based on background variables.A questionnaire survey was conducted using stratified sampling based on the proportion of resource-room teachers in each district, resulting in a total sample of 205 teachers. Among them,194 valid responses were obtained,170 valid responses were collected, yielding a response rate of 95%. The data were analyzed using descriptive statistics, one-way analysis of variance (ANOVA), independent-samples t-test, repeated-measures ANOVA, and post-hoc tests. The results were as follows:1.Elementary resource-room teachers generally perceive indirect services as highly important.2.Significant differences in the perceived importance of indirect services were found based on teacher qualifications and teaching seniority. Specifically, regular teachers rated the importance of “team collaboration"significantly higher than substitute teachers. In terms of teaching seniority, teachers with 6–10 years of experience rated the “others” category significantly higher than those with over 11 years of experience.3.The level of implementation of indirect service tasks was generally lower than the perceived importance among elementary resource-room teachers.4.Significant differences in the implementation of indirect services were found across various background variables. For “team collaboration,"regular teachers reported significantly higher implementation than substitute teachers. Regarding teaching seniority, significant differences were found in both “team collaboration” and “learning and manpower support.” Teachers with longer seniority showed higher implementation frequency in “team collaboration” . Additionally, case management load was significantly associated with “team collaboration,” with teachers managing more than 13 cases reporting higher levels of implementation than those managing 6–12 cases.5.The primary obstacles to implementing indirect services were insufficient time, manpower, and systemic support.Based on these findings, recommendations are provided for school administrators, resource-room teachers, and future researchers.