教育公平理論與指標建構之整合研究子計畫七：特殊教育公平指標之研究
| 研究計畫及報告 | |
| 計畫類型 | 整合型計畫 |
| 計畫名稱 | 教育公平理論與指標建構之整合研究子計畫七：特殊教育公平指標之研究 |
| 英文題名 | Examining the Current Conditions of Appropriate Education for Special Educational Needs Students by Means of the Equity Indicators of Special Education |
| 整合型計畫名稱 | 教育公平議題與特定政策之整合研究 |
| 共同主持人 | 王如哲；陳伯璋；魯先華 |
| 計畫主持人 | 吳武典；張蓓莉；陳清溪 |
| 研究者 | 研究助理： 陳思樺 |
| 執行機構 | 國家教育研究院 |
| 年度 | 100 |
| 語文 | 中文 |
| 關鍵詞 | 特殊教育；教育公平；公平指標；適性教育；資斌優異學生；身心障礙學生 |
| 關鍵詞(英) | special education；educational equity；equity indicators；appropriate education；gifted students；students with disabilities |
| 摘要 | |
| 英文摘要 | The purposes of this study were to examine the appropriateness and importance of the established equity indicators of special education (ISPED) and to apply the indicators to explore the current conditions of appropriate education for special educational needs (SEN) students. By means of literature review, rolling focus group discussion, questionnaire survey, and in-depth interview, the data were collected and analyzed. The final version of the indicators consisted of 46 items in 6 areas. In terms of the 6 areas, the "Teacher" dimension have most items (9), followed by "Identification and Assessment", "Educational Placement", and "Resource and Support System" (8 items, respectively), "Counseling and Career Development" (7 items), and "Curriculum and Instruction" (6 items). In terms of the subjects to be served, the common ones have most items (36), followed by the disabled (7 items), and the gifted (only 3 items). The indicators were highly confirmed, both in appropriateness and importance, by teachers with an average score of 4.18 and 4.36, respectively, in a 5-point scale. According to the questionnaire survey (n=217) and in-depth interview (n=49), it was found that, among the 6 areas of the indicators, the best condition of appropriate education for SEN students was related to "Teacher" , followed by "Counseling and career Development", "Resource and Support System", "Educational Placement", "Identification and Assessment", and "Curriculum and Instruction" , all reached the level above the medium score of 2.5. It means that, as a whole, the appropriate education as implemented in Taiwan primary and secondary school settings were fairly good, especially in terms of teachers' attitude toward the disabled. It was also found that there were more appropriate education problems for the gifted than for the disabled as there were 3 out of 4 lowest degrees of equity items related to gifted education, in the areas of identification and assessment, educational placement, and enrichment learning. In addition to the fact of low rate qualified gifted education teachers, the gifted students' appropriate educational needs may be hardly to meet. As to the students with disabilities, the most serious equity problem was the difficulty in job-hunting. It is concluded that the equity indicators of special education could be used in explore and improve appropriate education conditions for SEN students, both the disabled and the gifted, in terms of policy, research, and practice. Suggestions are made accordingly. |
| 授權狀態 | 已授權 |
章節標目
| 標題 | 頁數 | 全文 |
|---|---|---|
| 壹、研究緣起、動機與目的 | 1-3 |
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| 一、研究緣起與動機 | 1-3 |
|
| 二、研究目的與工作項目 | 3 |
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| 貳、文獻探討 | 4-11 |
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| 一、特殊教育改革的方向 | 4-6 |
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| 二、特殊教育的公義（equity）議題 | 6-9 |
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| 三、特殊教育的適性教育議題 | 9-11 |
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| 參、 研究方法 | 12-15 |
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| 一、研究範圍與對象 | 12 |
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| 二、研究方法與工具 | 12-15 |
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| 三、研究程序及資料處理 | 15 |
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| 肆、結果與討論 | 16-41 |
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| 一、特殊教育指標的檢驗 | 16-23 |
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| 二、特殊需求學生適性教育實施狀況調查結 | 24-41 |
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| 伍、結論與建議 | 42-48 |
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| 一、結論 | 42-43 |
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| 二、建議 | 43-48 |
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| 參考文獻 | 48-50 |
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| 附錄 | 51-62 |
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