融合教育「關注本位採用模式」理論建構及其試探研究

The Pioneer Study for Inclusive Education by Concerns-BasedAdoption Model

本研究目的與研究過程主要有二：1.經文獻探討及理論分析程序，針對融合教育作有系統的深入瞭解及理論探究，期能建構增進融合教育推動成效之理論模式；2.將建構完成的推動融合教育理論模式，選取一所辦理融合教育的普通學校（國小），進行此一理論模式的試探性研究，並分析其應用成效。本研究主要結果如下：一、建構完成推動融合教育的有效理論模式，即為「關注本位採用模式」（CBAM），其內涵包括：融合教育視為學校重大教育變革、變革推動者（推動風格、推動介入及探查行為、學校資源系統等）、變革參與者（關注階段、變革使用層次與所形塑的革新外貌等）、檢視融合教育推動成效等。二、一所花蓮市國小融合教育CBAM 模式試探性研究結果有三：1.該校兩名主要推動人的推動風格為「倡導型」，並有諸多推動介入與探查行為；另有關學校資源系統的建置，則尚滿足基本需要。2.該校六位參與導師對融合教育的關注程度，已能「知覺」、並有興趣知道更多「訊息」、關心對「個人」影響等；另對融合教育的使用層次，已有「心向」與「準備」、部分教師每天短暫實施熟悉事項等。3.該校推動融合教育的整體風貌及推動成效，有關零拒絕及最少限制環境、學校行政支持度等指標已達基本需要，其他多項指標則有待持續強化。

There are two main purpose and research processes in this study as follows，1.To construct a rigor theory and practical process of inclusive education which was based on literature review and theory analysis of inclusive education.2.To explore the implementation of inclusive education for a Hualien local elementary school as an experimental subject which was adopted by the Concerns-Based Adoption Model (CBAM).Based on the data analysis， there are two major findings in this study as follows，1.The effective theory of inclusive education was adopted by Concerns-Based Adoption Model (CBAM). Inclusive education was a main change for this elementary which involved (1) change facilitators， contented the style of change， the probing of facilitators， and school resources， (2) change participants， and (3) the analysis of the result of the implementation for inclusive education in CBAM for this study.2.Data was collected from the main inclusive education facilitators and participants in a elementary school in Hualien Country. Based on the analysis of data， there are three major findings to the second research purpose. They are briefly described as follows，(1) the style of two change facilitators are the type of “initiative”， (2) the six change participants are on the concern stages of “awareness”， “informational”， and “personal” to the inclusive education， and (3) the innovation configurations into some areas of this inclusive program， such as zero reject， least restrictive environment (LRE)， and the supportive administration for inclusive education.