高職導師之融合教育知能探究摘要我國自2014年實施「高級中等學校提升身心障礙學生融合教育實施計畫」，強調每個學生有其獨特性，肯定每個學習者其存在的價值。本研究旨在探究高職導師融合教育知能，採質性研究以台中市一所高職學校，七位融合教育班級導師為研究對象，透過半結構式個別訪談及文件分析方式蒐集資料，以瞭解高職導師融合教育認知與踐行之知能。根據研究資料分析結果瞭解到，高職導師雖非特殊教育合格教師，但當班上有身心障礙學生時，會視其為一種學習的機會，並以關懷及尊重的態度，接納身心障礙學生同為班上一份子，共同學習而非被隔離或獨立。並肯定身心障礙學生在融合教育中的學習努力，顯示高職導師具有融合教育基本理念之認知。而高職導師在融合教育的踐行上，以安排同儕小幫手、適況調整座位及適時進行同儕小幫手及一般生再教育，給予身心障礙學生營造一個安全友善的班級學習氣氛。接續進行生活與學習輔導及引導適性發展，以引導身心障礙學生學習與成長，並與家長建立了互信與合作關係，共同督促與關懷身心障礙學生之生活與課業學習，以及協助學校進行校務之宣導與推展。根據研究結果，本研究針對教育單位、學校行政單位、導師，以及未來研究提出建議。關鍵詞：融合教育、高職導師、融合教育知能 A Study on Vocational School Homeroom Teachers’ Competency for Inclusive EducationAbstractIn 2014, Taiwanhas implemented “The Inclusive Education Enhancement Project on Senior High School Students with Special Educational Needs” that emphasized the unique and affirmed the value of each student. This studyconducted qualitative research to understand what inclusive education homeroom teachers’competency and performance for inclusive education. Seven inclusive education homeroom teachers working in a vocational high school located in Taichung city participated in the study through semi-structured interviewingand documents analysis.According to the results, vocational school homeroom teachers had fundamental concept of inclusive education. They viewedthe disabledstudents in the class as a learning opportunity, and regarded them asclass members. They took care of those students, and encouraged them to have a positive attitude toward learning in inclusive education. In order to practice it, the teachers provided a learning-friendly environment where the teachers arranged assistants, seating, and educated the others in the class to learn about the disable. They provided counseling the disabled studentsfor daily life and studies, and guided them to develop their interests and specialties. Furthermore, the teachers built a trust relationship with the parents to work together for supervising and caring for the students. In addition, they helped the parents to receive the information of inclusive education from the school. Based on the result, this study provided suggestions for government, schools, homeroom teachers, and further research. Keywords: Inclusive education, vocational school homeroom teacher, competency for inclusive education
