國民教育階段普通班教師參與個別化教育計畫之研究

Abstract

國民教育階段普通班教師參與個別化教育計畫之研究 摘要 本研究旨在瞭解普通班教師參與IEP的現況並進行探究。本研究包含瞭解IEP內涵、參與IEP之經驗、參與IEP之感受、參與IEP之困難，以及參與IEP之專業需求。本研究係以問卷調查法進行研究，研究對象為公立國中小之普通班教師，有效問卷為303份，有效回收率為75.75%。問卷乃透過次數分配、平均數、百分比、獨立樣本t檢定，以及單因子變異數分析進行分析。主要的研究結果如下： 一、普通班教師參與IEP之比例為80%。 二、普通班教師大致瞭解IEP的內涵。在參與經驗、參與感受部分屬於中等偏高。在參與困難部分，係以時間為最主要之因素。在專業需求部分，仍希望有行政人員多加協助。 三、不同背景（年齡、教學年資、輔導身心障礙學生年資、任教地區、身心障礙學生安置形式）之普通班教師參與IEP各向度上並沒有顯著差異。 四、不同背景（教育訓練背景、任教階段）之普通班教師瞭解IEP的內涵有顯著差異。 五、不同背景（教育訓練背景、行政經驗）之普通班教師參與IEP的經驗有顯著差異。 六、不同背景（教育訓練背景、行政經驗）之普通班教師參與IEP的感受有顯著差異。 七、不同性別之普通班教師參與IEP的需求有顯著差異。 根據研究發現，針對教育主管機關、學校行政單位、特教教師、普通班教師及未來研究提出建議，期能推動普通班教師參與個別化教育計畫會議之參考。

A Study on the General Education Teachers’ Participation in IEP of compulsory education stage

Chia-Ching Lin

ABSTRACT

The purpose of this study was to find out the general education teachers’ participation in IEP. This study contains comprehension、participation、perception、difficulty and specialized need in IEP. Survey was the method of this study. The objects in this study were the regular class teachers of compulsory education stage. The valid samples of the questionnaires were 303, which represented a response rate of 75.75 percent. The valid samples were analyzed by descriptive statistics, t-test and one-way ANOVA.

Results of this study were summarized as followings: 1.The percentages of participation were 80. 2.The general education teacher had positive comprehension of the IEP.The participation and perception of the IEP were a little higher than average.A primary difficulty in the IEP was time.Specialized need was the administrative support . 3.The general education teachers with different backgrounds(sex、age、instructional seniority、tutorial seniority、teaching region、Educational Placement)have no significant difference in the IEP. 4.The general education teachers with different backgrounds(education and training、different grades) had significant difference in comprehension in the IEP. 5.The general education teachers with different backgrounds(education and training、administrative experience) had significant difference in participation in the IEP. 6.The general education teachers with different backgrounds(education and training、administrative experience) had significant difference in perception in the IEP. 7.The general education teachers with different backgrounds(sex) had significant difference in specialized need in the IEP.

Further discussion was made on the basis of the previous findings, and suggestions on the government education organizations 、school administration 、special teachers 、general education teachers and future research were offered.