| 摘要: | 本研究主要目的為瞭解雲林縣國小身心障礙資源班的運作現況與可能存在的問題，並研擬改進之建議。研究方式採半結構式訪談國小資源班教師，並以開放式問卷調查普通班學生對資源班的了解，及分析相關教育統計資料以了解雲林縣與其他地區在特殊教育安置設班、經費分配上的差異。 透過相關教育統計資料的分析，歸納出雲林縣在特殊教育安置與經費分配上的現況為：1、資源班設班比率明顯較其他地區低，且成長幅度也較低；2、國小資源班平均人數超過「雲林縣國民小學身心障礙資源班實施要點」每班原則20人之規定；3、身心障礙類學生資源班安置率偏低；4、國小身心障礙類學生比率低於台灣省平均水準；5、特教師資合格率較其他地區高；6、特殊教育經費明顯較其他地區缺乏，且變動幅度過大；7、不管是特殊教育經費或是教育經費皆較其他地區低。 資源班的實施現況則分為教學運作與行政運作兩方面進行討探。教學運作方面探討的問題包括身心障礙專業團隊、教師專業能力與教學經驗、教材研發團隊、教師公共關係、師生應有的權利及IEP的執行等主要問題。行政運作方面所探討的問題，包括教育主管單位、鑑定與安置、研習進修、特殊教育推行委員會、教師兼任行政工作、標記問題、零拒絕、轉銜、評鑑等主要問題。最後研究者針對雲林縣國小身心障礙資源班之實施現況提出以下建議，1、持續、穩定的提供足額的身心障礙特教經費2、積極推廣學生和社會大眾對特殊教育「知」的權利3、加強鑑輔會功能，增加身心障礙團隊服務次數4、提供進階式、多元化的研習課程，並組織教材研發團隊5、加強各教育階段間之轉銜6、統一IEP格式並改進評鑑方式7、增進資源班教師普通班教師經驗，定期召開分區座談會8、落實零拒絕與酌減班級人數的規定，並加強資源班教師與家長、普通班教師的互動9、教導普通班學生正確的特殊教育觀念10、實施學校社工---為能有效解決資源班在教學與行政上的問題，應實施學校社會工作，使之為學校與家長、學校與社會、資源班教師與普通班間的橋樑，並可幫助社會大眾瞭解身心障礙兒童的需求；如此不但學校特殊教育的推動有確切執行的單位，且可減輕資源班教師的負擔，同時也能增進學生、家長、普通班教師、社會大眾對資源班的了解。
The purpose of this study was to investigate the current status of the resource room for elementary schools in Yunlin County and bring up an improved suggestion. This study had semi-structural interviews with resource room teachers for elementary school, questionnaire for the understanding of resource room with ordinary classes students, and analysis of the educational statistic data to find out the difference, Yunlin county with other areas had , in setting special classes and dividing budget. Through the analysis with related educational statistic data, generalizing some fact that Yunlin county had in resource room:1.Yunlin county had the lower resource room setting rate than other area. And also had a lowest growing up rate.2.Yunlin county did not conform “the implement item for Yunlun county resource room for elementary schools” : the maximum students in a resource room is 20.3.Comparing with other area, the student with disabilities setting in resource room was fewer.4.The student with disabilities was less than the average in Taiwan.5.The qualified special educational teachers were more than other area.6.The budget of special education was obviously less than other area, and the variety was great.7.The budget of education was also less than other area. The resource room current status in Yunlin county was divided into two topic to discuss: teaching and administration. In teaching side, this study contain: the professional team for students with disabilities, the professional abilities of teachers, the teaching experience of teachers, the teaching material develop teams, the public relationship of teachers, the right of teachers and students, and the implement of IEP. In administration side, this study contain: the director unit of education, the identification and placement, the pursuing further education, the special education implement committee, the serving administration work, the marking problem, the zero rejecting, the student’s transfer connection, and the judgments. Finally the author bring up some suggestion for current status of the resource room for elementary schools in Yunlin county:1.To provide continuing and steady enough budget for special education.2.To popularize the realization of special education to public and ordinary students.3.To enhance the abilities of identification committee, and increase the service time of the professional team for students with disabilities.4.To provide advanced and diversified further education for teacher, and organize teaching material develop teams.5.To enhance the student’s transfer connection between each education level.6.To unite IEP format, and improve the judgments.7.To enrich the teaching experience of the ordinary and resource room teachers, and convene regional forum regularly.8.To implement zero reject, reduce the students in a class, and strengthen the interaction of resource room teachers, parent, and ordinary teachers.9.To teach the right concept of special education to ordinary students.10.To implement school social worker.In order to solve the administrant and teaching problem of resource room, implementing school social worker can be the bridge between school , parent, and society, and the bridge between resource rooms and ordinary classes. It also can help people to understand the disability children’s need; Therefore, not only the special education have a exact executive unit, but mitigate the loading of resource room teachers, and raise the understanding of resource room for students, parent, ordinary teachers, and other people. |
