The Study Executing Administrative Supports: An Elementary School Awarded as Best Special Education Practices

• Main Authors: Mei-Yi Chang, 鍾美英
• Other Authors: Wern-Ing Niew
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/45157725939219009740

碩士 === 國立高雄師範大學 === 特殊教育學系 === 93 === The purpose of this study was to explore the school administrative supporting strategies for conducting inclusive education in an award winning primary school of special education in Kaohsiung City in 2001. With regard to case study used in this study, archival data collection, field observation and interviews were adopted. To analyze the collection and find that the supporting strategies of the principal and the director of guidance were: (1) teacher’s teaching―Principal took the spiritual encouragement and gave deference to professional. The director of guidance convened a workshop, taught in the class, dealt problems of the class, the training programmes, provided the consultation. (2) students studied―The Principal was to understand, encouraged students with disabilities. The director of guidance advertised to care for students with disabilities (3) Funds―Both of the principal and the director of guidance strived for very much the resources. (4) The parenting education― The director of guidance Invited the parents to participate activity in the school and advertised special education information in the newspaper of school. (5) Support systems―Both of the Principal and director of guidance administered the inclusive education programmes which were supervised by the Committee of Progressing Special Education. As for other directors and group leader all took the coordination. The effect of the administrative support strategies: (1) The principal―These have been conformed the resources of school, established the students’ self-confidence, provided the better services, solved the problem. (2) The director of guidance― Increased the teacher’s professional knowledge, let all of teachers and students in the school pay attentions to students with disabilities; strived for funds. (3) The teachers― Some of the teachers had felt the administrative support was really to solve some problems; but Some of the teachers hadn’t. (4) The students―Understood the students with disabilities and wanted to help them. According to the research result find that:(1) The administrative supporting strategies of this school most came from the principal’s surveillance instructs, the director of guidance’s plane, and the special education group leader’s execution. (2) There are so many administrative supporting strategies of school, but most important of all is the manpower support from the director of guidance. (3) The execution of the administrative supporting strategies to this school is pool of the assessing manner, so that effect isn’t obvious. (4) There are about 1/3 of the13 teachers carries the affirmative view to all the administrative supporting strategies. (5) Funds supporting of this school is a characteristic. (6) The supporting to the parents is weak. The findings of this study will give educate administrative board and school administrators the concrete suggestions, which may improve the achievements of the inclusive education and be the reference of following studies.