高級中等以下學校特殊教育班班級及專責單位與人員進用辦法之研究-以分散式資源班及巡迴輔導班學生人數為探討中心

A Investigate of Regulations Regarding the Establishment and Administration of K-12 Special Education Facilities and Personnel at Institutions with Special Education Classes—Focusing on the number of students in Decentralized resource room and Itinerant Resource Program

本文旨在透過文獻分析法研究高級中等以下學校特殊教育班班級及專責單位與人員進用辦法，有關分散式資源班及巡迴輔導班學生人數之制定問題及精進方式。
融合教育（inclusive education）是指結合不同類型、不同障礙程度的兒童進入普通教育的環境中，旨在促使身心障礙學生能夠進入普通教育環境，並於參與現場活動的過程中，達成實質進步的目的。我國特殊教育法於2009年修正公布後，明訂特殊教育朝向融合教育展，國內特殊教育安置型態，則從最早隔離式特殊教育學校，逐漸擴展至集中式特教班、分散式資源班、巡迴輔導班、在家教育及普通班接受特殊教育方案等，並透過大量條文授權訂定子法，以子法詳細規範實施內涵，提供更為精緻的融合教育服務措施。
為規範特殊教育班教師數及學生數等編制，教育部依《特殊教育法》第11條規定，於101年訂頒《高級中等以下學校特殊教育班班級及專責單位與人員進用辦法》，該辦法第3條規定，分散式資源班及巡迴輔導班每班學生人數，依各級主管機關之規定。分散式資源班及巡迴輔導班學生人數問題涉及特殊教育學生人數分布等因素，於該辦法第3條明訂學生人數確有其困難；惟各直轄市、縣（市）政府財主單位對於設班的人事費向來均依中央行政機關規定辦理，且各縣市對於資源班與巡輔班之設班與生師比，均存在認定與核算方式之落差。
根據本研究結果，建議教育行政主管機關可提供多種分散式資源班及巡迴輔導班的學生人數參考原則予各直轄市、縣（市）政府參酌運用。未來亦可藉由訂定特殊教育白皮書及相關發展計劃，並配合特殊教育資源分配及少子女化現象，引導各直轄市、縣（市）政府訂定轄屬學校人力彈性運用計畫，俾規劃妥適的特殊教育班運作型態。

The thesis aims to study the number of students in Decentralized resource room and Itinerant resource program in regulations regarding the establishment and administration of K-12 special education facilities and personnel at institutions with special education classes.
Inclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-special needs students.Taiwan has striven to promote inclusive education by taking various measures such as amending the special education act in 1997.
For a better understanding and analysis of the number of students in Decentralized resource room and Itinerant resource program in regulations regarding the establishment and administration of K-12 special education facilities and personnel at institutions with special education classes, this study used document analysis method to investigate the developmental process and the content of the inclusive education of the United Nations, the United States and Taiwan. Based on the finding, two recommendations are made. First, the Ministry of Education, Taiwan could make the special education process-making-five-year plan for local government to make their number of students in Decentralized resource room and Itinerant resource program plan. Second, the Ministry of Education, Taiwan could study to provide different kind model of the number of students in Decentralized resource room and Itinerant resource program.