| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 90 === Abstract
This research aimed at discussing the present circumstance of the regular classes in elementary schools intermittent supporting the practise of coaching the Mentally Retarded students, and in what degree that the teachers in elementary school are aware of the situation mentioned above, and still analyzing the differences of the schools and teachers which are under different background variation practising the coaching toward Mentally Retarded students. This research provides suggestions for educational administrative institutions, schools and teachers which in the future may practise putting education and teaching Mentally Retarded students in the regular schools.
This research adopted the questionnaire survey methods In the questionnaire survey, we used “the teaching and guidance Mentally Retarded students in regular classes in elementary schools”. Sent to the sample of 441 teachers in ten public elementary schools which practise inclusive education. A total of 405 questionnaires were returned, the effective questionnaires were 394, the percentage of practicable questionnaires is 89.34%. Analysis of the survey data used the application software of SPSS 8.0 for windows, and the related questions were tested with average, standard deviation, t-test, and one-way ANOVA.
Depending on the results of the research, we made the following conclusions:
1. The present circumstance of the regular classes in elementary schools, the practise of coaching Mentally Retarded students are good.
2. The elementary schools teachers’ awareness about the survey with differences depending on the variable of different teachers’ populations. However, the difference is not obvious depending on different sex and educational backgrounds.
3. In this survey, as for the variable of different schools backgrounds, there is obvious difference in “school size”. While the schools’ location doesn’t have significant influence.
In addition, here we provide practical suggestions to educational administrative institutions, elementary schools and further researches which are as follows:
A. The suggestions to educational administrative institutions：
1. Optimistically make more people know the concept of inclusive education.
2. plan related approaches to continue practising inclusive education.
3. Increase the opportunity to hold the progress of the professional knowledge and skills about special education.
4. .Practise evaluation to see how inclusive education works?
B. Suggestions to school administrative system：
1. Encourage teachers to participate in study guidance actively.
2. Encourage teachers to study more for fulfilling professional especial education skills and knowledge.
3. Build supporting organizations and technical resources integration systems.
C. Suggestions to class management：
1. Teachers ought to actively manage their own classes and practise coaching students’ learning.
2. Teachers have to positively help students and promote their professional skills and knowledge.
3. Elementary school teachers should actively take part in professional skills and knowledge about special education.
4. Teachers should set plans and put IEP into practise.
D. Propose concrete suggestions about researching methods, researching areas, researching objects, and researching tools as reference for advanced researches in the future.
Key words: inclusive education； intermittent supporting；Mentally Retarded；study guidance.
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