| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位班 === 106 === The objective of this study is to explore the current situation of the barrier-free learning environment for students with special needs in elementary schools of New Taipei City. The researchers used the “New Taipei City Campus Barrier-Free Learning Environment Checklist” to examine the barrier-free learning environment of six elementary schools in New Taipei City from August 2017 to January 2018. Based on the results of the literature review, the “Interview Outline regarding the Current Situation of Barrier-Free Learning Environment for Special Education in Elementary Schools” was compiled. After the experts and scholars examined and established the expert validity, a total of 12 special education teachers, teaching assistants, and assistants for special education students were interviewed. The results of this research are listed as below:
(1)With regard to the barrier-free environment of six elementary schools of New Taipei City, their overall current settings meet 67.4 percent of the criteria.
(2)With regard to the present “overall barrier-free environment” of barrier-free campuses in New Taipei City, the “the entrance and exit to refuge floor” have the highest rate of meeting the criteria, while the “barrier-free parking” has the lowest rate of meeting the criteria.
(3)With regard to “living and public service space” of barrier-free campus in New Taipei City, “wheelchair seats in the auditorium” and “lavatory” has the low rate of meeting the criteria.
(4)The current situations of “auxiliary and safety facilities” in New Taipei City can play the role of ensuring students’ safety; however, the characteristics of students with special needs should be taken into consideration before implementing these facilities.
(5)Special education teachers can adjust the learning space of the classrooms according to the needs of students.
(6)Special education teachers, teaching assistants, and assistants for special education students expect that schools solve the problems of insufficient classroom space.
(7)The construction and reconstruction time of school buildings will affect the rate at which the settings for barrier-free environment in campuses meet the standards.
(8)Teachers and teaching assistants’ attention to the barrier-free learning environment of campuses will differ according to the students’ barriers and learning needs.
According to the results, the researcher offers some suggestions to the related education authorities, schools and future researchers.
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