台灣的特殊教育已經發展至一定的規模及穩定度，但是在教育現場仍常常遇到一些推展的困難與問題。本研究係以探討融合教育之精神與內涵為出發點，並進一步探究影響國小融合教育實施的關鍵指標。依文獻探討所得，在融合教育現場所需關注且較為常見的大致有四大層面，包含學校師生接納關懷、學校課程與教學調整、學校資源與支援系統、無障礙環境與輔助科技等，本研究即依此四大層面為主軸，建構出符合國小現場需求的融合教育評估指標。本研究也針對新北市及宜蘭縣5所國小為例，以其校內校長、主任、組長、專任教師及導師進行問卷調查，實際了解各校融合教育的實施情形，並可針對低符合程度的指標來去規劃及進行改善，以提升自己學校的融合教育品質。本研究之結論歸結如下：一、經過德懷術之程序，初步發展出可供國中、小使用的融合教育評估指標，包含了四個層面，共計46個指標。另依據其指標，完成了本研究之「融合教育實施現況調查表」。二、整體而言，五所國小的校長、兼任行政的教師、專任教師及導師，對於自己學校目前融合教育的實施狀況是接近高度認同的。三、經進一步比較分析，五所國小的行政人員對目前學校融合教育實施的整體認同是較高於導師及專任教師一些的。四、調查的五校中，多數的老師具有接納身障學生的態度和觀念。對於學校資源與支持系統的提供，能符合大多數教師的需求，不過在課程與教學和無障礙環境層面，教師則期待能提供更多協助，以提升融合教育的實施成效。

Taiwan's special education has been developed to a certain scale and stability, but many problems and difficulties are still often encountered in the education scene. This study is to explore the spirit and connotation of the inclusive education as the starting point, and further explores the key indicators of implementation of inclusive education in primary school. According to the literatures, there are four aspects in the inclusive education scene are commonly seen and concerned, including the acceptance of school teachers and students, school curriculum and teaching adjustment, school resources and support system, and barrier-free environment and auxiliary technology, and to construct the inclusive educational assessment indicator to meet the actual needs. In this study, five elementary schools in Xinbei and Yilan counties were studied, and the school principals, directors and teachers were surveyed to understand the actual situation of the current conclusive education and construct the specific assessment indicator for the inclusive education. The results of this study are summarized as follows: A)After the process of Delphi Study, the inclusive education assessment indicators for using in the secondary and primary schools were preliminary developed, including four levels, a total of 46 indicators. According to these indicators, the questionnaire of “inclusive education implementation status”was completed. B)Overall, the five primary school principals, concurrently administrative teachers, mentors and full-time teachers are close to highly recognition on the current implementation of inclusive education in their own school. C)After further comparative analysis, in overall, five primary school administrators have higher recognition on the current conclusive education than mentor and full-time teachers. D)Among the five schools surveyed, the majority of teachers had the attitude and concept of accepting students with disabilities. The provision of school resources and support systems is consistent with the needs of most teachers, but teachers are expected to provide more assistance in the curriculum, teaching and barrier-free environment to enhance the effectiveness of inclusive education.

融合教育; 評估指標; 德懷術

inclusive education; Delphi Study; assessment indicator