初中教師面對融合學生校園欺凌經驗及應對策略之研究

本研究旨在探討初中教師在融合學生校園欺凌的相關處遇經驗,以及其對於融合學生欺凌的看法與觀點,瞭解實務現況並提出相關建議與看法。主要的研究目的有四:首先,了解學校如何應對和管理融合學生校園欺凌事件;其次,探究初中教師介入融合學生校園欺凌時之處理情形為何;再次,初中教師在處理融合學生校園欺凌事件時所遭遇之問題與挑戰;最後,從初中教師觀點,學校應當如何預防融合生校園欺凌事件。本研究採用質性研究法,研究對象為六位現任初中教師。研究者主要採取深度訪談瞭解其如何詮釋與看待融合學生校園欺凌。根據文獻探討與研究發現,獲得研究結論如下:
壹、學校重視程度低
學校重視力度不足是融合學生校園欺凌處理現況中存在的問題之一,具體而言,學校重視力度不足主要體現在兩個方面,一方面是在資源的投入上存在重視力度不足的問題。有部分學校在資源投入上,並沒有為融合學生的正常成長投入資源,導致教師在管理班級的過程之中,必須要投入更多的精力在自身班級中的融合學生身上。另一方面是將融合學生安置在正規學校而不考慮殘疾程度、殘疾類型和個性特點,就很難滿足每位特殊兒童的個人學習需求,這必然會影響融合教育的普及過程。
貳、教師管理力不從心學校氛圍以及教師對待欺凌的態度,會直接影響到學生對於校園欺凌問題的認知,在面對融合學生被校園欺凌時,學校並沒有專門的處罰措施或是處罰措施的嚴重程度不足,那麼學生也自然的會認為校園欺凌並不是一件重要的事情,導致校園欺凌行為的蔓延。
參、學校日常管理與教育不夠
學校氛圍以及教師對待欺凌的態度,會直接影響到學生對於校園欺凌問題的認知,而學校的教學管理環境等都有可能成為校園欺凌發生的重要因素,如果在面對融合學生被校園欺凌時,學校並沒有專門的處罰措施或是處罰措施的嚴重程度不足,而教師在面臨這些問題時也置之不理或只是簡單的批評,那麼學生也自然的會認為校園欺凌並不是一件重要的事情,導致校園欺凌行為的蔓延。
肆、初中教師對融合教育的支援不足
政府目前的融合教育發展並不有效,儘管經常舉辦與教育有關的綜合課程,研究結果顯示對教師的特殊教育培訓仍有不足之處。大多數受訪教師選擇減少對融合學生的注意力。這種選擇也體現出了學校對於教師在這方面的教育不足,使得教師自身對於融合學生的正常成長重視力度也相對較低。教師是融合教育成功實施的保障,但目前特殊教育教師培訓僅提供特殊教育證書的水平,遠遠不能滿足融合教育發展的需要。
基於上述研究結論,研究者提出相應的教育建議:(1) 構建完善法律法規;(2) 強化校園欺凌因應機制;(3) 加強教師知識宣傳;(4) 開展復和服務。

This study aims to explore the experience of junior high school teachers dealing with bullying in integrated schools and their views on bullying, understand the current school practice relating to bullying, and make relevant suggestions to stakeholders. The research objectives of this study include:
First, understand how schools respond to and manage incidents of bullying in schools with integrated students; Second, to explore the situation in which junior high school teachers intervene bullying incidents experienced by students with special education needs; Third, the problems and challenges encountered by junior high school teachers when dealing with bullying incidents; Finally, from the perspective of junior high school teachers, how should schools prevent bullying incidents of integrated students in schools.
This study used a qualitative research method to interview six current junior high school teachers. In-depth interviews were used address the four research objectives of this study. According to the literature discussion and research findings, the conclusions of the study are as follows:
1. Schools pay little attention to bullying The lack of school attention is one of the problems in the current situation of bullying in the integration of students, specifically, the lack of attention of the school is mainly reflected in two aspects, on the one hand, there is a problem of insufficient attention in the input of resources. Some schools have not invested resources in the normal growth of integrated students in terms of resource investment, resulting in teachers having to invest more energy in the process of managing classes. On the other hand, it is difficult to meet the individual learning needs of each special child by placing integrated students in regular schools without considering the degree of disability, type of disability, and personality characteristics, which will inevitably affect the process of universal integration education.
2. Teachers feel powerless when dealing with bullying School atmosphere and teachers' attitude towards bullying, will directly affect the students' cognition of the problem of campus bullying, in the face of integrated students being bullied by the school, the school does not have special punishment measures or the severity of the punishment measures is insufficient, then students will naturally think that campus bullying is not an important thing, resulting in the spread of campus bullying.
3. The daily management and education of the school regarding bullying is insufficient The school atmosphere and teachers' attitude towards bullying will directly affect students' cognition of school bullying, and the teaching and management environment of schools may become an important factor in the occurrence of bullying in schools. If integrated students are bullied at schools and schools do not have special punishment measures, the severity of the punishment measures is insufficient, and teachers ignore these problems, students will naturally think that school bullying is not an important thing, resulting in the spread of bullying in schools.
4. There is insufficient support from junior high school teachers for integrated education The Government's current development of inclusive education is not effective, and despite the regular organization of comprehensive education-related curricula, the results of the study show that special education training for teachers is still insufficient. Most of the teachers surveyed chose to reduce their attention on the integrated students. This choice also reflects the school's lack of education for teachers in this regard, making the teachers themselves pay relatively low attention to the normal growth of integrated students. Teachers are the guarantee for the successful implementation of integrated education, but at present, special education teacher training only provides the level of special education certificates, which is far from meeting the needs of the development of integrated education.
Based on the above research conclusions, the researchers put forward corresponding educational suggestions: (1) construct and improve laws and regulations; (2) Strengthen the response mechanism for bullying in schools; (3) Strengthen the knowledge dissemination of teachers; (4) Carry out restoration and service.