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Title:	包容性學校指標建構之研究 A Study of Construction of Inclusive School Indicators
Authors:	蔡述恩 Tsai, Shu-En
Contributors:	郭昭佑 Guo, Chao-Yu 蔡述恩 Tsai, Shu-En
Keywords:	包容性學校模糊德懷術概念構圖 Inclusive School Fuzzy delphi method Concept mapping
Date:	2024
Issue Date:	2024-09-04 13:43:46 (UTC+8)
Abstract:	本研究之目的主要在建構包容性學校指標，提供包容性學校發展之參考。首先，在文獻探討部分，歸納國外相關研究及文獻，初擬包容性學校指標。研究方法部分，經由文獻探討初擬之包容性學校指標，透過邀請若干位教育領域專家學者及具經驗之國民小學教職人員，進行專家適切性評估分析，以確立包容性學校指標，後續實施模糊德懷術及概念構圖問卷分析，將所確定的指標進行重要性程度分析及進行分類，並得出上位概念之指標構面及向度，以利建構包容性學校指標系統，依據研究結果與分析，歸納結論與建議如下：一、結論： (一)本研究建構之包容性學校指標系統共計三構面十向度與31項指標，構面分別為｢一、正向參與與共榮｣、｢二、尊重多元與協作｣及｢三、環境友善與支持｣。向度則分別為｢(一)參與領導｣包含4項指標、｢(二)正向氛圍｣包含3項指標、｢(三)社區共榮｣包含3項指標、｢(四)理解尊重｣包含3項指標、｢(五)互助協作｣包含3項指標、｢(六)包容多元性｣包含3項指標、｢(七)提供庇護｣包含3項指標、｢(八)友善性空間｣包含3項指標、｢(九)無歧視校園｣包含3項指標及｢(十)構建成功經驗｣包含3項指標。 (二)｢環境友善與支持｣為最重要之包容校學校指標構面。 (三)｢無歧視校園｣為最重要之包容性學校指標向度。 (四)「學校不會忽略身心障礙的學校成員及學生之特殊需求。」及「大家不會歧視弱勢的學校成員。」為最重要之包容性學校指標。 (五)不同對象對於包容性學校個別指標重要性程度排序有其差異。 (六)不同對象對於包容性學校指標重要性之認同程度有其差異。二、建議： (一)對教育現場與學校發展之建議 1.學校應營造出友善的組織環境並且提供學校成員成功支持。 2.學校成員間除了應該平等對待彼此外，更應該協助且顧及學校內弱勢族群的需求，並接納其為學校的一份子。 (二)對未來相關研究領域之建議 1.包容性學校指標宜持續更新 2.包容性學校指標建構應參酌更多面向的建議 3.包容性學校指標尚可使用其他研究方法檢驗 The primary purpose of this study is to develop indicators for inclusive schools, providing a reference for the development of inclusive schools. First, in the literature review section, relevant studies and literature from abroad were summarized to draft preliminary indicators for inclusive schools. In the research methodology section, the preliminary indicators derived from the literature review were evaluated for appropriateness by inviting several experts and scholars in the field of education as well as experienced elementary school staff. This process aimed to establish the indicators for inclusive schools. Subsequently, the Fuzzy Delphi Method and concept mapping questionnaire analyses were implemented to analyze the importance of the confirmed indicators and to classify them. This helped derive the higher-level conceptual indicators and dimensions, facilitating the construction of an inclusive school indicator system. Based on the research results and analysis, the conclusions and recommendations are summarized as follows: Section One：The Conclusions 1.The inclusive school indicator system developed in this study comprises three dimensions, ten aspects, and 31 indicators. The dimensions are:I. Positive Participation and Shared Prosperity；II.Respect for Diversity and Collaboration；III.Environmentally Friendly and Supportive. The aspects are: "Participatory Leadership" with 4 indicators；"Positive Atmosphere" with 3 indicators；"Community Prosperity" with 3 indicators；"Understanding and Respect" with 3 indicators；"Mutual Aid and Collaboration" with 3 indicators；"Inclusion of Diversity" with 3 indicators；"Providing Shelter" with 3 indicators；"Friendly Spaces" with 3 indicators；"Non-Discriminatory Campus" with 3 indicators；"Building Successful Experiences" with 3 indicators. 2."Environmentally Friendly and Supportive" is the most important dimension of the inclusive school indicators. 3."Non-Discriminatory Campus" is the most important aspect of the inclusive school indicators. 4.The indicators "The school does not neglect the special needs of members and students with physical and mental disabilities" and "No one discriminates against disadvantaged school members" are considered the most important inclusive school indicators. 5.Different stakeholders have varying rankings of the importance of individual inclusive school indicators. 6.Different stakeholders also have varying levels of agreement on the importance of the inclusive school indicators. Section Two：Recommendations I.Recommendations for Education Practice and School Development: 1.Schools should create a friendly organizational environment and provide strong support for all school members. 2.School members should not only treat each other equally but also assist and consider the needs of disadvantaged groups within the school, accepting them as integral parts of the school community. II.Recommendations for Future Research: 1.The inclusive school indicators should be continuously updated. 2.The construction of inclusive school indicators should consider suggestions from a broader range of perspectives. 3.Other research methods should be used to validate the inclusive school indicators.
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Description:	碩士國立政治大學學校行政碩士在職專班 110911005
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0110911005
Data Type:	thesis
Appears in Collections:	[Master of Education in School Administration] Theses

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