本研究之目的旨在界定國小身心障礙類初任特教教師導入方案之內涵，藉由探討國內外相關文獻，歸納出初任特教教師導入方案之內涵並形成模糊德懷術研究問卷，經由專家小組5人修正後，針對國內特教領域的專家發出23份問卷，回收有效問卷20份，回收率為87%；隨後利用模糊德懷術獲取的總評分值進行國小身心障礙類初任特教教師導入方案內涵重要程度之排序，以作為相關單位擘畫初任特教教師導入方案之參考。

本研究結果如下：
ㄧ、國小身心障礙類初任特教教師導入方案之內涵應包含「心理」、「資源」、「班級經營」、「教學設計與實施」、「專業成長」及「夥伴關係」6個面向，其重要程度依序為「班級經營」、「教學設計與實施」、「夥伴關係」、「專業成長」、「心理」與「資源」。
二、國小身心障礙類初任特教教師導入方案之內涵面向中包含53個項目，重要程度最高的8個項目依序為「執行IEP的知能」、「評估學生能力現況和需求的知能」、「處理學生問題行為的知能」、「編製合適教材教具的知能」、「運用合宜教學方法的知能」、「實施學生個案輔導的知能」、「編擬IEP的知能」及「激發學生學習動機的知能」，皆歸屬於「教學設計與實施」及「班級經營」兩個面向，此與六個內涵面向的排序結果一致。

根據研究結果，提出以下幾點建議：
ㄧ、對教育實務之建議
（一）應關注初任特教教師的專業成長。
（二）應制定正式的特教教師專業標準以引導教師生涯專業發展。
（三）對國內初任特教教師導入方案發展與實施之建議：
1. 組織初任特教教師導入方案發展與執行團隊。
2. 進行初步需求評估。
3. 確認可利用的資源。
4. 發展書面計畫。
5. 方案實施。
6. 方案評鑑與修正。
二、對未來研究之建議
（一）研究對象方面
    擴大研究對象至初任特教教師、經驗特教教師、學校行政人員、各縣市特教行政人員、專業團隊及家長等利害關係人，從不同層面進行資料蒐集及大量問卷調查分析。
（二）研究工具方面
    增加「專家座談」之方式，廣泛蒐集專家之深入意見，以使研究內容能更臻完善且符合初任特教教師之實際需求。
（三）研究內容方面
    可依初任特教教師任教之班級類型，發展更符合初任特教教師實際教學需求之導入方案內涵。
（四）研究過程方面
    未來若擴大研究對象的範圍，可進一步分析比較不同對象之差異觀點，以作為相關單位建構國小身心障礙類初任特教教師導入方案之總體考量。

The purpose of this study is to identify the content of induction program for elementary beginning teachers of special education. Literature analysis was first used to synthesize and develop related preliminary questionnaire before the formal survey. Then, the Fuzzy Delphi method was conducted to collect the consensus opinions of a group of experts.

The conclusions of the research were summarized as follow：
1.The essential content of the induction program for elementary beginning teachers of special education includes “psychological supports”, “resources”, “classroom management”, “instructional design and practice”, “professional development”, and “partnership”. The priorities of these six dimensions start with “classroom management”, “instructional design and practice”, “partnership”, “professional development”, “psychological supports” and “resources”.
2.The essential content of the induction program for elementary beginning teachers of special education is comprised with fifty-three items. Based on the degree of importance of these items, “carry out the IEPs”, “assess students’ timely ability and need”, “deal with the problematic behaviors of student”, “design the suitable teaching materials”, “apply the appropriate instructional methods”, “apply guidance competency”, “design the IEPs”, and “promote the learning motivation of students” should be the major focus. These eight items all belong to “instructional design and practice” and “classroom management” dimensions.

Suggestions for the educational practice and future research were summarized as follows：
1.For the educational practice
（1）It is need to pay close attention to the professional development of beginning special education teachers.
（2）The professional standards of special education teacher should be established.
（3）The development and practice of the induction program for elementary beginning teachers of special education should include following six stages: “organization of induction program development team”, “identification of available resources”, “preliminary needs assessment”, “development of written plan”, “program implementation”, and “program evaluation and revision”.

2.For the future study
（1）To expand the scope of research subjects to all relevant stakeholders.
（2）To conduct “expert panel discussion” in order to collect comprehensive experts suggestions extensively.
（3）To develop the contents of the induction program according to the kinds of special education classes.
（4）To further analyze the differences of the suggestions among different kind of stakeholders.

目  次

第一章	緒論…………………………………………………………1
	第一節	研究背景與動機………………………………1
	第二節	研究目的與待答問題…………………………5
	第三節	研究範圍與限制………………………………6
	第四節	名詞釋義………………………………………8
第二章	文獻探討……………………………………………………11
	第一節	初任特教教師之境況…………………………12
	第二節	初任特教教師之專業內涵……………………32
	第三節	初任特教教師導入方案之建構………………52
第三章	研究設計與實施…………………………………………103
	第一節	研究架構………………………………………103
	第二節	研究方法………………………………………104
	第三節	研究對象………………………………………115
	第四節	研究工具………………………………………117
	第五節	研究流程與實施………………………………123
	第六節	資料處理與分析………………………………127
第四章	研究結果與討論…………………………………………129
	第一節	國小身心障礙類初任特教教師導入方案之內涵
                  面向重要性分析…129
	第二節	國小身心障礙類初任特教教師導入方案之內涵
                  項目重要性分析…132
第五章	結論與建議………………………………………………141
	第一節	研究結論………………………………………141
	第二節	研究建議………………………………………148
參考文獻………………………………………………………………155
	中文文獻…………………………………………………155
	英文文獻…………………………………………………157
附錄…………………………………………………………………165
	附錄一	專家小組……………………………………165
	附錄二	專家群………………………………………166
	附錄三	研究參與意願調查表………………………168
	附錄四	正式問卷……………………………………169
	附錄五	國小初任特教教師導入方案專家群意見
                  彙整表…177

表  次

表2-1-1	初任教師需求比較表……………………………………22
表2-1-2	初任特教教師的困難和需求……………………………24
表2-1-3	初任特教教師的發展階段………………………………31
表2-2-1	美國特教教師專業標準之比較…………………………39
表2-2-2	國內特教教師專業知能相關研究之比較………………44
表2-2-3	初任特教教師導入方案之內涵面向與項目……………46
表2-3-1	導入方案的目的…………………………………………57
表2-3-2	導入團隊支持活動進程規劃……………………………75
表2-3-3	北卡羅來納啟導教師標準………………………………84
表2-3-4	啟導方案的實施階段……………………………………89
表2-3-5	加州州立大學福樂頓校區特教導入方案標準和單元…93
表2-3-6	英國威爾斯導入方案評鑑標準…………………………99
表3-2-1	明確集合與模糊集合之比較……………………………105
表3-2-2	M1和M2左右邊界值及總值表……………………………112
表3-4-1	身心障礙類初任特教教師導入方案之研究問卷內容
         修正表…119
表4-1-1	6個內涵面項總評分值分析…………………………… 130
表4-2-1	心理方面之內涵項目總評分值分析……………………133
表4-2-2	資源方面之內涵項目總評分值分析……………………135
表4-2-3	班級經營方面之內涵項目總評分值分析………………136
表4-2-4	教學設計與實施方面之內涵項目總評分值分析………138
表4-2-5	專業成長方面之內涵項目總評分值分析………………139
表4-2-6	夥伴關係方面之內涵項目總評分值分析………………140
表5-1-1	各面向項目之重要性排序………………………………142
表5-1-2	整體內涵項目之重要程度排序…………………………145

圖  次

圖2-1-1	初任特教教師導入方案的設計考量……………………11
圖2-1-2	初任教師第一年任教心理軌跡圖………………………26
圖2-3-1	導入方案發展模式………………………………………61
圖2-3-2	導入方案建構和實施流程圖……………………………69
圖2-3-3	導入方案評鑑流程圖……………………………………95
圖2-3-4	導入方案需求評估參與人員……………………………95
圖3-1-1	研究架構圖………………………………………………103
圖3-2-1	三角模糊數………………………………………………107
圖3-2-2	三角模糊數明確值求法示意圖…………………………109
圖3-2-3	M1和M2隸屬函數圖………………………………………111
圖3-5-1	研究流程圖………………………………………………125
圖4-1-1	導入方案內涵面向總評分值長條圖……………………130

一、中文部份

王天津、羅偉碩、陳威廷、郭閔然（2001）。模糊德菲法應用在入口網站成功關鍵因素之研究，第七屆資訊管理研究暨實務研討會。
江明曄（1997）。啟智教育教師應具備的專業能力。特殊教育季刊，64，33-36。 
李建彥、張德勝（2003）。國民小學初任教師工作輔導需求量表編製報告。中國測驗學會測驗學刊，50(1)，111-142。
李茂興譯（1998）。G. R. Lefrancois(1997)原著，教育心理學。台北：弘智。
吳政達（1995）。階層分析法與模糊評估法在學前教育指標系統之應用。國立政治大學教育研究所碩士論文，未出版，台北市。
吳政達（1999）。國民小學教師評鑑指標體系建構之研究−模糊德菲法、模糊層級分析法與模糊綜合評估法之應用。國立政治大學教育研究所博士論文，未出版，台北市。
吳清山、林天佑（2001）。教育名詞解釋：德懷術。教育研究月刊，92，127。
阮亨中、吳柏林（2000）。模糊數學與統計應用。台北市：俊傑書局股份有限公司。
杞昭安（1997）。視障教育初任教師應具備之基本知能。特教園丁，12（3），16-18。
林寶貴（1997）。特教師資培育制度與課程。國立教育資料館教育資料集刊，22，207~232。
林騰蛟（1995）。模糊理論在教育決策上之應用與實例研究。第十屆全國技術及職業教育研討會，365~374。
施冠慨譯（1993）。初任教師的輔導。台北：五南。

孫宗瀛、楊英魁（1995）。Fuzzy 控制：理論、實作與應用。台北，全華科技圖. 書股份有限公司。
陳美玉（1999）。教師專業學習與發展。台北：師大書院。
陳清溪（2004）。淺談特殊教育教師的專業成長。研習資訊，21(4)，41-48。
陳梅娥（2003）。模糊德菲術在國小校長評鑑指標系統建構之研究。淡江大學教育政策與領導研究所碩士論文，未出版，台北縣。
陳麗穎（2002）。特殊教育實習教師實務知識之研究。國立台北師範學院特殊教育學系碩士論文，未出版，台北市。
教育部（2001）。特殊教育法。教育部。2005年2月19日，取自http://www.edu.tw/EDU_WEB/EDU_MGT/SPECIAL/EDU7026001/files/file0033.doc
教育部（2003）。全國教育發展會議。2005年2月19日，取自http://www.edu.tw/EDU_WEB/EDU_MGT/SECRETARY/EDU8354001/2003/discuss/index31.pdf
黃國榮（1993）。國民中學啟智班教師教學關注與教學基本能力之研究。特殊教育學報，8，107-141。
張德銳（2003）。中小學初任教師的教學困境與專業發展策略。國立教育資料館教育資料集刊，28，1-16。
張德銳、丁一顧、陳育吟（2003）。初任教師導入方案：一個亟待推動與研究的教改方案。初等教育學刊，14，83-108。
郭昭佑（2001）。教育評鑑指標建構方法探究，國教學報，13，257-285。
鄒開其、徐揚(1993)。模糊系統與專家系統。台北：儒林圖書股份有限公司。
劉曜睿（2004）。導入階段國小教師生涯發展遭遇之問題與問題因應之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台中市。
蔡崇建（1994）。特殊教育教師專業知能發展的需求評估。特殊教育研究學刊，10, 103-117。

二、英文部分

Adams, R. D., & Martray, C. (1981). Teacher Development: A study of factors related to teacher concerns for pre, beginning, and experienced teachers. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, CA.
Arends, R. I., & Rigazio-DiGilio, A. J. (2000). Beginning teacher induction: Research and examples of contemporary practice. Paper presented at the Annual Meeting of the Japan-United States Teacher Education Consortium (JUSTTEC) (EDRS# ED 450074)
Bartell, C. A., (2005). Cultivating high-quality teaching through induction and mentoring. CA: Corwin Press.
Bey, T. M. (1990). A new knowledge base for an old practice. In T. M. Bey & C. T. Holmes (Eds.), Mentoring: Developing successful new teachers (pp. 51–73). Reston, VA: Association of Teacher Educators.
Billingsley, B. (2005). Cultivating and keeping committed special educators. Thousand Oaks, CA: Corwin Press.
Billingsley, B., Carlson, E., & Klein, S. (2004). The working conditions and induction support of early career special educators. Council for Exceptional Children, 70（3）, 333-347.
Boe, E. E., Bobbit, S. A., Cook, L. H., & Barkanic, G. (1998). National trends in teacher supply and turnover for special and general education. (Data Analysis Report No.1998-DAR1). Philadelphia: University of Pennsylvania, Center for Research and Evaluation in Social Policy. (ERIC Document Reproduction Service No. ED426 549) 
Boyer, L. (1999). A qualitative analysis of the impact of mentorships on new special educator's decisions to remain in the field of special education. Unpublished doctoral dissertation. George Mason University.
Boyer, L. & Gillespie, P. (2000). Keeping the committed: The importance of induction and support programs for new special educators. Teaching Exceptional Children, 33(6), 10-15.
Boyer, L., & Lee, C. (2001). Converting challenge to success: Supporting a new teacher of students with autism. Journal of Special Education, 35(2), 75-83.
Breaux, A.(1999). First things first: How to setup an induction program. In M. Scherer (Ed.), A better beginning: Supporting and mentoring new teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Brock, B. L. & Grady, M. L. (2001). From first-year to first-rate: Principal guiding beginning teachers, 2nd Edition. CA: Corwin Press.
Bubb, S. (2003). A Newly Qualified Teacher’s Manual: How to Meet the Induction Standards, 2nd edition. London: David Fulton.
Californian Education Code § 44279.1(1988). Retrieved April 18, 2005, from : http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44279.1-44279.7
Cheney, C. O., Krajewski, J., & Combs, M. (1992). Understanding the first year teacher: Implications for induction programs. Teacher Education and Special Education, 15(1), 18-24.
Cole, A. L., Squire, F. A. & Cathers, E. P.(1995). Supporting beginning teachers: A handbook for school administrators. The Ontario Institute for Studies in Education.
Conderman, G., & Stephens, J. T. (2000). Voices from the field: Reflections from beginning special educators. Teaching Exceptional Children, 33 (1), 16-21.
Conyers, J. G.., Ewy, B., & Vass, L. (1999). Developing a common language and spirit. In M. Scherer (Ed.), A better beginning: Supporting and mentoring new teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Cooke, B. L. & Pang, K. C. (1991). Recent research on beginning teachers : Studies of trained and untrained novices. Journal of Teaching and Teacher Education, 7(1), 93-110.
Council for Exceptional Children [CEC]. (1997). CEC guidelines for developing a mentorship program for beginning special education teachers. Teaching Exceptional Children, 29(6), 19-21.
Council for Exceptional Children [CEC]. (2000). Bright futures for exceptional learners: An action agenda to achieve quality conditions for teaching and learning [Announcement]. Retrieved March 31, 2005, from http://www.cec.sped.org/spotlight/cond/bf_intro.html
Council for Exceptional Children [CEC]. (2003). What every special educator must know: Ethics, standards, and guidelines for special education, 5th Edition. Washington, DC.
Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching and America’s Future.
Dollase, R. H. (1992). Voices of beginning teachers: Visions and realities. New York: Teachers College.
Duffy, M. L. & Forgan, J. W. (2005). Mentoring new special education teachers: A guide for mentors and program developers. CA: Corwin Press.
Estes, G. D.(1990). Assessment component of the California New Teacher Project: First year report. Washington, D. C.: Office of Education Research and Improvement. (ERIC Document Reproduction Service No. ED 323197)

Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29.
Feiman-Nemser, S., Schwille, S., Carver, C., & Yusko, B. (1999). A conceptual review of literature on new teacher induction. East Lansing, MI: National Partnership for Excellence and Accountability in Teaching.
Glickman, C.D., Gordon S.P., and Ross-Gordon, J.M. (1998). Instructional Supervision: A Developmental Approach, 4th ed. Boston: Allyn & Bacon.
Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.) (pp. 548-594). New York: MacMillan.
Gordon, S. & Maxey, S. (2000). How to Help Beginning Teachers Succeed, 2nd Edition. Baltimore, MD: Association for Supervision and Curriculum Development.
Griffin, C. C., Winn, J. A., Otis-Wilborn, A., & Kilgore, K. L. (2003). New Teacher Induction in Special Education: Prepare for the Center on Personnel Studies in Special Education, Executive Summary. Center on Personnel Studies in Special Education, University of Florida.
Hirsh, S. A. (1990). Designing induction programs with the beginning teacher in mind. Journal of Staff Development, 11(4), 24-26.
Huling-Austin, L. (1986). What can and cannot reasonably be expected from teacher induction programs. Journal of Teacher Education, 37 (1), 2-5.
Huling-Austin, L. (1987). Teacher induction, In D. Brooks (Ed.), Teacher Induction: A New Beginning (pp. 3-23). Reston, VA: Association of Teacher Educators.
Huling-Austin, L. (1988). A synthesis of research on teacher induction programs and practices. San Marcos, TX: Southwest Texas State University, (ERIC Document Reproduction Service No. ED 302 546)
Huling-Austin, L. (1990). Teacher induction programs and internships. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 535-548). New York: MacMillan.
Huling-Austin, L., & Murphy, S. C.  (1987). Assessing the impact of teacher induction programs: Implications for program development.  Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.  (ERIC Document Reproduction Service No. 283 779)
Illinois State Board of Education. (2000). Special Education Certification Structure and Content Area Standards. Springfield, IL: Author.
Interstate New Teacher Assessment and Support Consortium [INTASC]. (2001). Model standards for licensing general and special education teachers of students with disabilities: A resource for state dialogue. Washington, DC: Council of Chief State School Officers.
Klug, B. J. & Salzman, S. A. (1991). Formal induction vs. informal mentoring: Comparative effects and outcomes. Teaching and Teacher Education, 7, 241–251.
Kozleski, E., Mainzer, R., & Deshler, D. (2000). Bright futures for exceptional learners: An agenda to achieve quality conditions for teaching and learning. Arlington, VA: Council for Exceptional Children.
Letven, E. (1992). Induction. In R. Fessler & J. C. Christensen (Eds.), The  teacher career cycle: Understanding and guiding the professional development of teachers. Boston: Allyn and Bacon.
Los Angels Unified School District. (2004). Induction Handbook: District Intern BTSA Induction Program. [Announcement]. Retrieved April 5, 2005, from the World Wide Web: http://www.lausd.k12.ca.us/lausd/offices/di/BTSA/
ind_handbk/04-05_Handbook.pdf
Martin, S., & Robbins, K.(1999). Induction: The first five days. In M. Scherer (Ed.), A better beginning: Supporting and mentoring new teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Moir, E.(1999). The stages of a teacher’s first year. In M. Scherer (Ed.), A better beginning: Supporting and mentoring new teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
National Board for Professional Teaching Standards [NBPTS]. (2001). NBPTS exceptional needs standards for teachers of students ages birth-21+. Washington: Author.
North Carolina Mentor Teacher's Handbook. (2004). NC Department of Public Instruction.
Norton, M. S. (1999). Teacher retention: Reducing costly teacher turnover. Contemporary Education, 70(3), 52-55.
Odell, S. J. (1986). Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29.
Odell, S. J. (1990). Mentor teacher programs. Washington, DC: National Education Association.
Odell, S. J. & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200-204.
Odell, S. J. & Huling L. (2000). Quality mentoring for novice teachers. Joint publication: Washington, D.C.: Association of Teacher Educators and Indianapolis, Indiana: Kappa Delta Pi.
Oregon Special Education Recruitment and Retention Project. (2002). Retrieved November 20, 2005, from the Web site: http://www.tr.wou.edu/rrp/index.htm
Recruiting New Teachers, Inc. (1999). Learning the rope: Urban teacher induction programs and practices in the United States. Belmont, MA: Author.
Romatowski, J. A., Dorminey, J. J., & Voorhees, B. V. (1989). Teacher induction programs: A report. (ERIC Document Reproduction Service No. 302 468)
Rosenberg, M., Griffin, C. C., Kilgore, K. L., & Carpenter, S. (1997). Beginning teachers in special education: A model for providing individual support. Teacher Education and Special Education, 20, 301-321.
Serpell, Z. (2000). Beginning teacher induction: A review of the literature. American Association of Colleges for Teacher Education, Washington, DC (EDRS# 443783).
Smith, R. D. (1993). Mentoring new teachers: Strategies, structures, and successes. Teacher Education Quarterly 20(4), 5-18. 
Stroot, S. (1999). Impact of a collaborative peer assistance and review model on entry-year teachers in a large urban school setting. Journal of Teacher Education, 50, 27-41.
Tucker, T. N. (2000). Impacts of an induction program for beginning special education teachers (Doctoral dissertation, University of Sarasota, 2000). Dissertation Abstracts International, 60(10), 3600.
Valli, L. (1992). Beginning teacher problems: Areas for teacher education improvement. Action in Teacher Education, 14, 18-25.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
Villani, S.（2002）. Mentoring programs for new teachers: Models of induction and support. Thousand Oaks, CA: Corwin Press.
Whitaker, S. D. (2000a). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66, 546-566.
Whitaker, S. D. (2000b). What do first-year special education teachers need? Teaching Exceptional Children, 33(1), 28-36.
Whitaker, S. D. (2001). Supporting Beginning Special Education Teachers. Focus on Exceptional Children, 34(4), 1-18.
White, M. (1996). Factors contributing to special education teacher attrition: How a one year internship affects the attrition rates of special education teachers in Kentucky. Unpublished doctoral dissertation, Vanderbilt University, Nashville, TN. 
White, M., & Mason, C. (2003). Mentoring induction principles and guidelines. Reston, VA: CEC Publication. U. S. Department of Education.
Wolfe, M. P., & Smith, M. M. (1996). Inducting new teachers: Insights for staff developers. Kappa Delta Pi Record, 32(2), 82-86.