金門縣幼兒園教師對特殊教育相關專業團隊合作的認知與需求之研究

A Study on the Cooperative Cognition and Needs of the Special Education Disciplinary Team in Kindergarten Teachers of Kinmen County

本研究旨在瞭解金門縣普通班幼兒園教師對特殊教育相關專業團隊合作的認知與需求。本研究對象為金門縣公立暨國小附設幼兒園普通班之正式教師，共計78 人，研究方法採問卷調查法。研究結果如下：
一、金門縣幼兒園教師對特殊教育相關專業團隊合作的認知情形良好。
二、金門縣幼兒園教師對特殊教育相關專業團隊的合作具有高度的需求。在評量方面，最高需求為評估確認特殊幼兒需求；在個別化教育計劃與教學方面，最高需求為擬定轉銜服務計劃；在相關專業服務方面，最高需求為示範指導幼兒訓練技巧；在家庭支援方面，最高的需求為溝通轉介幼兒進行評估。
三、比較不同背景變項的幼兒園教師對特殊教育相關專業團隊合作需求的差異如下：
（一）在特教專業背景方面，未修習特教學分的教師在評量的需求度較高，而具特教資格的教師在個別化教育計畫與教學、相關專業服務，以及家庭支援的需求度較高。
（二）在幼教年資方面，不同幼教年資的教師在評量、個別化教育計畫與教學、相關專業服務以及家庭支援需求方面的差異性不大。
（三）在不同服務區域方面，西半島與東半島教師在評量的需求較高；西半島的教師在個別化教育計畫與教學、相關專業服務，以及家庭支援的需求比東半島和烈嶼鄉的需求高。
（四）與專業團隊合作經驗方面，有合作經驗的教師比無合作經驗的教師在評量、個別化教育計畫與教學、相關專業服務和家庭支援的需求高。

The purpose of this study was to investigate the recognition and needs of kindergarten teachers when they worked with the disciplinary team of special education. The participants were 78 kindergarten general teachers in Kinmen County, Fujian Province. The questionnaire method was applied to conduct this research. The results of this study were as follow:
I. The kindergarten teachers presented a good cognition to the disciplinary team when they worked with each other.
II. The kindergarten teachers expressed the highly cooperative needs with the disciplinary team were (1) the assessment of children with special needs; (2) to set up student’s individualized education program and transition services; (3) to demonstration of teaching and training skills; (4) to communicate with parents for referral and assessment of children.
III. The comparison of different background factors of kindergarten teachers dealing with cooperative needs of the disciplinary team are as follows:
(I) In special education background: teachers without special education background presented the higher needs in student assessment while teachers with special education background had the higher needs in set up student individualized education program and teaching, related service and family supports.
(II) In teaching experience: there were no difference among teachers with teaching experience below 5 years group, 6-10 years group and over 11 years group .
(III) In service school area: teachers who worked in Western school area showed more cooperative needs with the disciplinary team than Eastern school area and Leiyu school area in individualized education program and teaching, related service and family supports.
(IV) In the work experience with the disciplinary team: teachers with work experience with the disciplinary team showed more cooperative needs than teachers without work experience with the disciplinary team in student assessment, the individualized education program and teaching, related service and family supports.