科技部專題研究計畫主持人
MOST 109-2410-H-033-013-SSS
大專校院教師對特殊教育的理解與實踐-特殊教育服務延伸至高等教育機構之調查研究
Professor Knowledge, Perceptions, and Practices in Providing Special Education Services in Higher Education: An Evidence-Based Research in Colleges and Universities
科技部
Ministry of Science and Technology
中原大學
Chung Yuan Christian University
趙本強
Pen-Chiang Chao
中原大學
Chung Yuan Christian University
趙本強
教授
03-2656714
cycuben@gmail.com
計畫執行期間起:2020-08-01
計畫執行期間迄:2021-07-31
2020-08-01
2021-07-31
我國大專校院教師
1
003
01
大專校院教師、教授、特殊教育、身心障礙學生、高等教育
College Professors, Special Education, Students with Disabilities, Postsecondary Education
本研究的主要目的係評估我國大專校院教師對特殊教育及身心障礙學生之身心特質及所需特教服務的瞭解程度,另亦評估大專教師對該群學生接受高等教育抱持的持態度與看法、及其在教學過程中提供學生相關特殊教育服務之情形。本研究以立意取樣方式從我國各地區選取210名大專校院教師參與研究。其中,男性教授與女性教授各有105人。他們的職級包括講師 (n = 51,24.3%)、助理教授 (n = 75,35.7%)、副教授 (n = 66,31.4%) 及教授 (n = 18,8.6%)。教授的教學年資以任教21年以上者居主要多數 (n = 84,40.0%),其後接續為11-15年者 (n = 42,20.0%)、16-20年者 (n = 36,17.1%)、5-10年者 (n = 27,12.9%) 及0-5年者 (n = 21,10.0%)。此外,多數教授曾經擔任過導師 (n = 168,80.0%)、行政主管 (n = 135,64.3%), 或有教授過身心障礙學生的經驗 (n = 192,91.4%)。本研究以自編之「大專校院教師對特殊教育的理解與實踐量表」蒐集研究資料。此量表包含(1)特殊教育基本知能、(2)對學生身心特質的暸解程度、(3)對學生所需之特殊教育服務的暸解程度、(4)對學生就讀大學的看法與態度、及(5)提供學生特殊教育服務之作為等五個向度。本研究使用的資料分析法包括描述統計、t檢定、相關分析、變異數分析、項目分析及因素分析等。研究結果顯示,女性教授對特殊教育基本知能及身障生身心特質的暸解程度均顯著優於男性教授。此外,職級為教授者對身心障礙學生特質及所需服務的暸解程度顯著優於助理教授的程度。在各職級中,講師在量表各向度及總分的分數則主要多顯著低於其他職級的教師的分數。另以擔任導師、行政主管及身心障礙學生教學經驗為自變項的分析結果亦均達統計顯著性。具體言之,曾經擔任過導師的教授,其不論在特教基本知能、對身障生特質與需求的暸解程度、對身障生接受高等教育的態度及提供學生特殊教育服務之作為等向度的分數均顯著高於未曾擔任過導師者。同樣地,擔任過行政主管之教授除了在對身障生特質與服務的變項上未有差異外,在其他變項的分數亦皆顯著優於未曾擔任過行政主管教授的分數。以是否曾教授過身心障礙者為自變項的分析結果亦顯示相同的差異模式。此外,本研究的結果亦顯示,大專教授對身心障礙學生就讀大學所持態度與其實踐特殊教育作為兩者有顯著的相關性。整體而言,本研究的結果與國外相關研究頗為一致,突顯我國大學教授對特殊教育及身心障礙學生有基本的認識與暸解,且亦有願意提供身心障礙學生所需之相關特殊教育服務。本研究之結果可做為未來大專校院教師教導身心障礙學生或研究人員進行相關研究時之參考。
The purposes of this study aimed at investigating Taiwanese college professors’ understanding of knowledge of special education and physiological features of college students with disabilities and the special education services they require. Furthermore, college professors’attitudes toward the notion of providing special education services in college and their practices in providing such services were also examined. A purposive sampling method was used to recruit 210 college professors from Taiwan nationwide to participate in this study. Among the subjects, there was an equal number of males and females. They included lectures (n = 51), assistant professors (n = 75), associate professors (n = 66) and professors (n = 18). The majority of participating professors had more than 21 years of teaching experience (n = 84), followed by those with 11-15 years (n = 42), 16-20 years (n = 36), 5-10 years (n = 27), and 0-5 years (n = 21). Furthermore, a relative majority of professors used to serve as a student mentor (n = 168, 80.0%), have administrative experiences (n = 135), and teach students with disabilities in college (n = 192). The College Professor Perception of Special Education and Practices in Providing Special Education Services Scale (CPPPS) was developed in this study and used to collect data. It consists of five domains including (1)Special Education Knowledge (SEK), (2)Student Physiological Features (SPF), (3)Special Education Services Required (SESR), (4)Attitudes toward Receiving Postsecondary Education (ARPE), and (5)Practices in Providing Special Education Services (PPSES). Data collected were analyzed using varied methods including descriptive statistics, t tests, correlation analyses, analyses of variance (ANOVAs), internal consistency analyses, and factor analyses. Findings showed that female professors scored significantly higher than their male counterparts on SEK and SPF domains. Additionally, professors had a significant higher level of understand of physiological features of students with disabilities and special education services they need than assistant professors. Among the participants with varied positions, lectures primarily scored significantly lower on each domain of the CPPPS than their college peers, including assistant professors, associate professors and professors. Furthermore, the ANOVAs showed statistical significance using mentor experience, administrative experience, and past teaching experience as an independent variable respectively. Specifically, those who used to serve as a mentor, have administrative experiences, and have teaching experiences of students with disabilities tend to score significantly higher than those who do not have such experiences. In addition, the results also indicated that there was a significant positive correlation between professors’ attitudes toward students’ receiving postsecondary education and their practices in providing special education services. In summary, results of this study were consistent with findings drawn from previous research, indicating that Taiwanese college professors have already possessed fundamental understanding of special education as well as the physiological features of college students with disabilities. Most importantly, Taiwanese college professor are willing to provide special education serviced for these students. Findings of this study enabled us to better understand college professors’ understanding of special education and their practices in providing special education services.
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