臺北市國小特殊教育教師對輔助科技服務滿意度與需求度度之研究

The Satisfaction and Needs of Assistive Technology Services for Special Educational Teachers of Elementary School in Taipei City

本研究旨在探討臺北市國小特殊教育教師對輔助科技服務的滿意度與需求度度，以自編之問卷，抽取臺北地區國小階段身心障礙類教師共136名，以Google線上表單問卷進行調查，問卷填答率為80.9%。研究結果如下： 一、 整體而言，輔助科技服務的需求度大於滿意度，在服務提供者之專業內涵、申請流程與相關服務及跨專業合作與教學實務三方面均為需求度大於滿意度。 二、在滿意度與需求度度各別之全量表、服務提供者之專業內涵、申請流程與相關服務、跨專業合作與教學實務之間的相關程度達到顯著水準。 三、在滿意度與需求度的六個背景變項中，兩者之背景變項年齡、特教教學年資、教育程度和學生接受服務時間共四個變項具有預測效力。 四、 在滿意度方面，年齡與學生接受服務時間會影響對於滿意度的看法，性別、特教教學年資、教育程度、教師與專業團隊互動時間則不會；在需求度方面，年齡、特教教學年資、教育程度會影響對於需求度的看法，性別、學生接受服務時間、教師與專業團隊互動時間則不會。 根據上述結論，研究者對特教教師及後續研究提出參考建議。

 

The research is to explore the satisfaction and needs of special education teachers in Taipei’s elementary schools for assistive technology services. A total of 136 teachers were selected through a self-compiled questionnaire. The questionnaire is filled in by Google online form. The answer rate is 80.9%. The research results are as follows: 1. Needs for assistive technology services is greater than satisfaction. The professional connotation of service providers is that demand is greater than satisfaction; in the application process and related services, demand is equal to satisfaction; in cross-professional cooperation and teaching practice, it is demand Greater than satisfaction. 2. The degree of correlation between the full scale of satisfaction and needs, the professional connotation of the service provider, the application process and related services, cross-professional cooperation and teaching practice have reached a significant level. 3. Among the six background variables of satisfaction and needs, four of age, special education teaching years, education level and student service time have predictive effectively. 4. In terms of satisfaction, age and student service time will affect the perception of satisfaction, gender, special education teaching experience, education level, and the time of interaction between teachers and professional teams will not; in terms of demand, age, special education teaching Seniority and education level will affect the perception of needs, but gender, student service time, and teacher-professional team interaction time will not. Conclusions and suggestions: Special education teachers should learn more about assistive technology related professional knowledge and rethink the assistance of assistive technology to special students; service providers should participate more in the service projects of assistive technology on campus and establish a communication bridge for overall assistive technology services .