Difficulties and Support Services Needed in the Inclusive Education Setting: The Experiences from Two Cerebral Palsy Students and Their Teachers

• Main Authors: Chun-Fang Chu, 曲俊芳
• Other Authors: Tien-Miau Wang
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/00791269822547368482

碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 87 === Difficulties and Support Services Needed in the Inclusive Education Setting:The Experiences from Two Cerebral Palsy Students and Their Teachers Chun Fang Chu Abstract The purposes of this study were to explore: (1) difficulties disabled students in regular classes confronted and support services needed (2) difficulties regular classroom teachers confronted and support services needed. Data were mainly collected through interviews with two cerebral palsy students, Xiao-Zhen & Xiao-Xiang, and their parents, regular educators, resource teachers, classmates, paraeprofessionals and administrators. Case data was also collected from school environment assessments by therapists, observation and documents. The results of this study were as follows: 1. In the two cases of Xiao-Zhen & Xiao-Xiang, they reported to have problems of moving in school environment, using school equipments, attend-ing learning activities, and being accepted by teachers and peers. Comprehensive support services, such as barrier-free school environment, educational assistive equipments, therapy services, acceptance by teachers and peers were needed. 2. Regular classroom teachers of two students reported to have problems of teaching, dealing students’ special needs, and administrative affairs. Conformation and consultation concerning student’s special needs, in service training courses , and in-class assistance provided by teacher’s aids were reported. They also reported to need case discussions, flexibility of performance evaluation, and less numbers of students and teaching hours.