An Action Research of Developing the Special Education Support System of one Elementary School in I-Lan County

• Main Authors: Tu, Shu-Mei, 塗淑玫
• Other Authors: 楊宗仁
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/50803622923829494814

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 94 === This research aimed to construct a ‘special education support system’ that helps meet needs of teachers, students, and parents in mainstreaming classes. Through action research, the researcher developed three action plans of support systems, including ‘placement and counseling, ’, ‘Least Restrictive Environment, ’and ‘advocacy and workshop of special education.’ After completing the action plans, the researcher came to the following conclusions: I. In needs assessment stage, (1) regular teachers’ needs consist of school administrative support, curriculum adaptation and skills of treating individual differences; (2) regular teachers think mainly that the needs of disabled students include alternative assessment, promoting learning motivations, and peer tutoring; parents of disabled students think mainly that the needs of their children are emotional support from teachers and peers; (3) parents of disabled students often communicate with homeroom teachers and seek teachers’ help to help their children. II. In constructing the support system, the researcher should (1) take the assessment results into consideration, and reflect individual needs of students with disabilities; (2) follow the administrative regulations to construct ‘school-based support systems’; (3) work with the school administration and keep in close contact with them. In general, the support systems (1) satisfies disabled students in terms of education placement needs; (2) take prevention perspective to provide ’Least Restrictive Environment ’for students with disabilities ; (3) offer necessary support of teaching to regular teachers, (4) the systems could not solve all the difficulties the classroom teacher encountered; (5) should take into account needs expressed by parents of disabled students. In the end, the researcher proposed suggestions based on the research findings for classroom teachers, parents, school administrators as well as educational policy makers.