臺灣博碩士論文加值系統

國小普通班學習障礙學生及其教師所遇困難
及支援服務需求之研究
摘 要
本研究旨在瞭解彰化地區國小普通班學習障礙學生及其教師所遇困難及支援服務需求現況，探討普通班學習障礙學生所遭遇困難及支援服務需求為何；同時探究國小普通班級任教師面對學習障礙學生時所遭遇之教學困難及期望獲得支援服務需求現況。
本研究以彰化縣不同規模五所學校八位學障學生及八位該班級任教師為研究對象，採質性研究方法，透過訪談、文件蒐集分析、觀察等方式以探討本研究主題。根據研究結果歸納以下結論：
一、普通班學習障礙學生學習適應方面困難
（一）高年級學習障礙學生最不喜歡科目及最常遇到困難是數學科。
（二）在認知學業方面除了有數學方面的學習困難外，在語文方面也經常出現閱讀遲緩、造句困難、造詞困難、筆劃缺漏、詞彙缺乏等困擾。
（三） 學障生上課比較容易分心、注意力不集中，學習表現是低成就。
（四）學習態度較為被動馬虎、缺乏學習動機與同學之間較少有學習互動，需要老師適時提醒、關注、增強和鼓勵。
二、普通班學習障礙學生人際適應方面困難
（一）由於學業方面常出現成就低落的情形，因此在班上會有被同儕排斥、嘲笑、人緣不佳、覺得孤單、社交技巧缺陷等等問題。
（二）學障學生常缺乏自信心，甚至有自卑感、內向、退縮等傾向。
三、普通班級任教師所遇教學困難
（一）級任老師不分服務年資時間長短、性別，多數認為本身特教專業知能不足，需要再充實、加強。
（二）最感困擾的問題是面對大班級教學，無法兼顧到學障學生個別化
的學習。
（三）學障學生因為學業低成就，易產生自信心不足、與同學互動不良情形，老師可能要花更多時間於班級中進行溝通輔導的工作。
（四）礙於時間、人力的關係，無法特別再去設計調整教材、評量，讓
老師覺得個別化教育計畫只是流於形式，對學生幫助不大。
（五）少數家長對對學生過度期望或漠不關心，則會讓老師產生教學或
輔導上的困難。
肆、普通班學障學生及級任教師所需支援服務需求
（一）期望得到的支援包括老師改變教學方式及希望可以找老師或要
好的同性朋友協助幫忙解決困難。
（二）級任教師所需支援服務需求：
1.專業知能方面：規劃相關特教研習，以提升專業素養。
2.課程教學方面：提供相關教學輔具滿足教師個別化教學與學生適性學習的需求。
3.行政配合方面：減少班級人數、酌減授課時數、行政工作減量、主動提供各項特教諮詢訊息、扮演教師與家長溝通的橋樑。
4.家長參與方面：主動參與但不干預、隨時與教師保持溝通、參與學校相關親子成長團體活動。
根據上述研究結論提出建議，以作為教育行政機關、學校行政、普通班級任老師及未來研究方向之參考。

A Study on the Difficulties Which Both Children with Learning Disabilities And Teachers Encounter in Elementary School’s Regular Classrooms And Their Demands for the Support Services
Abstract
This study purpose to find out, the status quo of implementation in Changhua area, the difficulties which children with learning disabilities and their teachers may encounter in elementary school’s regular education classrooms as well as their demands for the support services. Such a study tries to probe into not only the difficulties those children with learning disabilities may encounter in the regular classrooms and which kinds of support services they need, but also the difficulties their teachers may confront while teaching. Meanwhile, it also concerns what are the requirements of the supporting services status quo those teachers expect to acquire.
This study takes both 8 pupils those who with learning disabilities and their class-teachers respectively out of 5 different-scaled schools in Changhua County as the programmed object. The study method used is qualitative: by means of interview, collecting and analyzing papers, and observation so as to discuss this subject. According to the consequences, it may well be concluded as such:
I. The adaptive difficulties for those children with learning disabilities in regular rooms
1. Mathematics is the last subject that the senior children with learning disabilities dislike most, and it’s also the most troublesome.
2. In cognitive academic performance, they are frequently perplexed not only in the mathematics, but also by sluggish reading, incomplete writing and lack of vocabulary in language and literature. It’s hard for them to build sentences and phrases, too.
3. They are liable to distract their attention; require much effort to focus their concentration; finally, they perform low academic achievements.
4. Their attitude to learn is passive and casual, short of learning motive and comparatively fewer interactions with classmates. They need timely reminding, concern, reinforcement and encouragement.
II. The adaptive difficulties in interpersonal relationship for children with learning disabilities in regular rooms
1. As a result of their low performance in academic achievements, they are customarily pushed aside, mocked at, and not favored by their peer classmates. A deficiency of social techniques results in their isolated loneliness.
2. Children with learning disabilities are customary want of confidence, sometimes even with a kind of sense of inferiority, introversion and bearing an inclination to shrink back.

III. Class teachers’ teaching difficulties in regular rooms
1. In spite of their seniority and gender, most class teachers consider their professional knowledge and capability in special education need enriched and advanced.
2. The most perplexed problem for a class teacher is that he is unable to cover both a large classroom and the disabler’s individual learning simultaneously.
3. Children with learning disabilities are liable to be less confident because of their low academic achievements. This consequence quite often leads them to an unsuccessful interaction as a result. Therefore, teachers may need to spend more time to work on communication and counseling in their classrooms.
4. Since short of time and manpower, teachers are incapable to program and modify both their teaching materials and assessments. Consequently, It makes them feel that Individual Education Program (IEP) is just a formal plan and it cannot do much help in the end.
5. Some parents are either over-estimated or indifferent to their children. Such an attitude causes teacher’s executing difficulties not only in teaching but also in counseling.
IV. Support services needed by children with disabilities and class teachers in regular
rooms.
1. The expected supports include:
a. Teachers might change their ways of teaching.
b. The disabled wish they could find their teachers or good friends with same gender to help themselves solve their problems.
2. Support services demanded by class teacher
a. Professional knowledge and capabilities: Laying out the related workshops and seminars for teachers in special education as to improve their professional accomplishments.
b. Curriculum management: Providing associated teaching-assistant devices to fulfill the demands of teacher’s performing their individual education and student’s personalized adaptive learning.
c. Administrative co-operation: To lessen members of a class, reduce teaching hours, cut down the administrative work, provide actively different kinds of counseling information about special education, and a role of go-between between teachers and parents.
d. Parent’s participation: Actively taking part in without interference, keeping in touch with teachers at all times, participating associated parent-child developing group-activities arranged by school.
According to the results and conclusions, the researcher has presented suggestions in regard to education administrative authorities, school administrative units, class teachers in regular rooms, and future researches.

國小普通班學習障礙學生及其教師所遇困難
及支援服務需求之研究
目 次
第一章 緒論
第一節 問題背景與研究動機 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ 1
第二節 研究目的及問題…………˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ 6
第三節 名詞釋義 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ 7
第四節 研究限制 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ 9
第二章 文獻探討
第一節 學習障礙學生身心特性之探究 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ 10
第二節 學習障礙學生安置狀況與學校適應˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ 21
第三節 普通班級任教師面對之教學困難與支援服務需求˙˙˙˙˙˙.37
第三章 研究方法
第一節 研究對象 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙48
第二節 資料蒐集的方法 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙50
第三節 研究過程 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙55
第四節 研究工具˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙58
第五節 資料整理與分析˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙59
第四章 結果與討論
第一節 學生學習適應問題˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙62
第二節 學生人際適應問題˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙84
第三節 教師所遭遇困難問題˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙89
第四節 學生及老師所需支援服務需求˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙103
第五節 綜合討論˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙111
第五章 結論與建議
第一節 結論˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙114
第二節 建議˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙120
參考文獻
中文部分 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙124
英文部分 ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙131
附錄
附錄一「普通班教室觀察紀錄表」˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙140
附錄二「普通班學習障礙學生學習困難及支援服務需求之訪
談大綱」˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙142
附錄三 「普通班級任教師所遇困難及支援服務需求之訪談
大綱」˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙144
附錄四 「教師所遭遇困難訪談內容逐字稿」˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙145
附錄五 「教師所需支援服務需求訪談內容逐字稿」˙˙˙˙˙˙˙˙˙˙164

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