特殊教育導論課程符合普通班師資生未來職場實施融合教育所需嗎？

Does the Introduction to Special Education Course Meet the Needs of General Education Pre-service Teachers in Implementing Inclusive Education?

本研究旨在探究各校師資培育單位開設之特殊教育導論課程是否符合普通班師資生進行融合教育所需。研究者透過網路蒐集111學年度100門為中小學普通班師資生開設之特殊教育導論授課大綱，針對授課教師背景、課程簡介、目標、內容、教學活動及考核方式進行內容分析，並隨機抽訪6位授課教師，以內容分析法彙整其教學理念與課程設計。結果顯示課程專業知識聚焦在特殊教育；專業實作以經驗分享為主，少實作演練；專業參與則少與中小學合作，且以障礙論看待學生需求。無論理念立基點、專業知識、專業實作與專業參與皆不足以支持師資生實踐融合教育。

This study aimed to investigate whether the introduction to special education courses offered by various teacher education institutions meet the needs of general education pre-service teachers for implementing inclusive education in elementary and secondary education. The researcher, through an online search, collected 100 syllabi designed for these teachers, all for the 111 academic year. Then, a content analysis was conducted on the instructors' backgrounds, course introductions, objectives, content, teaching activities, and assessment methods. Additionally, six instructors were randomly selected and interviewed to gather their teaching philosophies and deeper understanding of their course designs. The results showed that the course focused more on several points, such as professional knowledge in special education; practical experiences mainly relied on sharing experiences with little hands-on practice; professional engagement lacked collaboration with elementary and secondary schools; and with a tendency to view students' needs through a disability lens. Regardless of the theoretical foundation, professional knowledge, practical experiences, and professional engagement, these 100 courses appear insufficient to support pre-service teachers in implementing inclusive education.