本研究旨在探討國中普通班教師融合教育態度、對不同障礙知能與擔任身心障礙學生導師意願三者間的關係。本研究以自編之「國中普通班教師融合教育相關態度調查表」為工具。以新北市國中普通班教師為對象進行問卷調查，有效樣本為431份。研究結果顯示一、不同性別、有無行政經驗以及有無導師經驗的國中普通班教師在部分融合教育態度、對不同障礙知能層面均有顯著差異存在。二、融合教育態度與對不同障礙知能、對擔任身心障礙學生導師意願以及對特定類別障礙知能對擔任該類別身心障礙學生導師意願均有顯著正相關。三、部分融合教育態度層面及對特定類別障礙的知能可以有效預測擔任身心障礙學生導師意願。根據此一研究發現提出建議以提供特殊教育實施融合教育之參考。

The purpose of this study is to explore the relationship between general education teachers' attitudes toward inclusive education, their knowledge of different types of disabilities, and their willingness to serve as homeroom teachers for students with disabilities in junior high schools. The study employed a self-designed "Survey on General Education Teachers' Attitudes Toward Inclusive Education" as the research tool. A questionnaire survey was conducted among general education teachers in junior high schools in New Taipei City, with 431 valid samples collected. The research findings are as follows:1.There are significant differences in certain aspects of inclusive education attitudes and knowledge of different types of disabilities among junior high school general education teachers based on gender, administrative experience, and prior homeroom teacher experience.2.There is a significant positive correlation between attitudes toward inclusive education and knowledge of different disabilities, willingness to serve as a homeroom teacher for students with disabilities, as well as knowledge of specific types of disabilities and willingness to serve as a homeroom teacher for students with those specific disabilities.3.Certain aspects of attitudes toward inclusive education and knowledge of specific types of disabilities can effectively predict the willingness to serve as a homeroom teacher for students with disabilities. Based on these findings, recommendations are provided for implementing inclusive education in special education programs.

融合教育;融合教育態度;對障礙知能;國中普通班導師

Inclusive education; attitude towards inclusive education; knowledge of obstacles; tutor of ordinary classes in junior high schools