A study of special education teachers''views on the inclusive education system and their roles transition-the example of Taichung County

• Main Authors: YA-SZU CHANG, 張亞思
• Other Authors: SHIOU-MEI FU
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/90492221976711633301

碩士 === 臺中師範學院 === 特殊教育與輔助科技研究所 === 91 === The main purpose of this study was to explore special education teachers’ views on inclusive education system and their roles transition. Subjects of this study were 16 qualified special education teachers of special education classes and resource classes in Taichung County. The obtained data were collected and analyzed with correlated documents. The main findings of this study were as follows： 1.Special education teachers’ perspectives on inclusive education： The proportion interviewees’ understanding on correlated laws of inclusive education in Taichung County was low. In special education teachers’ participation in inclusive education, the extent of resource class teachers’ participation was higher than special education teachers. In general, interviewees considered that the placement should be determined by the levels of students’ disabilities. 2.Special education teachers’ roles and duties under inclusive education system： Acknowledged by almost all interviewees that special education teachers played the roles of itinerant teachers. The idea of being an itinerant is effected individually by special education teaching seniority and professional ability. In addition, as a counseling teacher, most interviewees took positive attitude towards the service of counseling to provide many immediate help. In the aspect of teachers role-transition after fulfilling inclusive education totally, interviewees thought special education teachers could promote professional level to be engaged into the tasks counseling, doing researches, planning projects or transform to participate in regular education system. 3.The need of administrative support under inclusive education： School should provide teachers enough chances for further studies to promote correlated persons’ professional knowledge, to coordinate conflict and assist the itinerant’s service at school. In expenditure, the government should offer necessary welfares and facilities as many as possible. 4.Cooperation between special education and regular class teachers： On the whole the interaction between interviewees and regular class teachers was good. Under the practicable collaboration model in inclusive education, interviewees were tend to sustain “resource class teacher model” and “team teaching model”. 5.Inclusive education in Taichung County： Most interviewees held positive attitudes toward sturdy special education foundation and correlated members’ effects. However, the limitation of personnel and expenditure caused unfavorable effect. Interviewees recommended that Taichung County Government should fulfill inclusive education with correlated regulations and measures to require essential effect. According to the study outcomes, some suggestions were brought up as references for the educational administration, the school administration, special education teachers and regular class teachers to conduct inclusive education in the future.