特殊教育教師職場安全危害關鍵因素初步分析

摘 要

時代進步，讓所有身心障礙的學生皆可接受正規的學校生活教育，而身心障礙學生的障礙特質和個別性差異極大，站在第一前線，提供身障生學校生活協助和教育服務的特殊教育教師，職場上所面臨和負擔的風險，是值得深入探討之議題。本研究透過文獻彙整出影響特殊教育教師職場安全危害的關鍵因素，再以修正式德菲法進行2項主要關鍵因素、21項次要關鍵因素。主要關鍵因素為：1.暴力傾向的學生；2.易受傷的特殊教育教師；3.跨教育階段的轉銜新生；4.校園環境不友善；5.安全保護措施不足；6.事後處置程序不良等六項。進而論述分析出主要關鍵因素「事後處置程序不良」其獲得專家一致性同意度最高；在次要關鍵因素方面，以「情緒障礙」、「班級整體狀況不了解」、「新環境適應不良」、「專業團隊協助不足」、「設施安全環境未健全」、及「未建置處理SOP流程」等，分別於所屬之主要關鍵因素之下，獲得專家認同其風險較高之項目。

關鍵詞：特殊教育教師、職場風險、修正式德菲法、心智圖

Analyzing the Key Factors of Occupational Hazards for Special Education Teachers -- A Preliminary Study

Hui Min Su, Chun Pei ^*

Department of Gerontechnology and Service Management, Nan Kai University of Technology

Corresponding Author: pantonpei@nkut.edu.tw

Abstract

The progress of the times has enabled students with disabilities to accept formal school life education, and the disability and individuality of students with mental and physical disabilities are very different. As special education teachers, they are standing on the front line to provide life support and education services for physically handicapped students, and the risks faced and burdened in the workplace are issues that deserve “…further discussion. In this study,”. first, through literature surveys, the primary and secondary key factors affecting workplace risk of special education teachers were summarized. In addition, a total of 17 experts used multiple perspectives to conduct two rounds of expert questionnaires based on the Modified Delphi Method, summed up 6 major key factors and 21 secondary key factors for special education teachers' workplace risks, and presented them in the mind map. The major key factors are: 1.Students with violent tendencies; 2.Specially-educated teachers who are vulnerable; 3.Freshmen in transitional education; 4.Unfriendly campus environment; 5.Insufficient security protection measures; 6. Poor post-processing procedures. Among the major key factors, “the “Poor Post-processing procedures” obtained”.the highest consensus among experts. In terms of secondary key factors, “emotional disorders”, “not understanding the overall status of the class”, “adjustment of the new environment”, “under sufficiency of professional team assistance”, “facilities in a safe environment for facilities”, and “non-built SOP processing Processes, etc., receive expert recognition of their higher risk items under their respective key factors.

Keywords: special education teachers, workplace risk, Modified Delphi Method, mind map