A Study on the Perceptions of the Special Education Evaluation from Special Education Teachers and Related Staffs in the Five Counties of Middle Taiwan –an example of Chunghua County

• Main Authors: Shu-Chuang Huang, 黃淑娟
• Other Authors: 莊素貞
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/80732701452448751322

碩士 === 國立臺中教育大學 === 特殊教育與輔助科技研究所 === 94 === The purpose of this study was to investigate the perceptions of the 2002-2004 Special Education Evaluation and Ideal Special Education Evaluation from special education teachers and related staffs in the five counties of middle Taiwan, and further purpose suggestions as a reference for educational administrations and school educators when implementing special education evaluations. Based on a questionnaire survey, the self-redacted “Questionnaire of Perceptions of Special Education Evaluation from Special Education Teachers and Related Staffs” was applied as a research tool and distributed to the special education teachers and related staffs in Chunghua County through purposeful sampling. A total of 239 returned questionnaires were valid, and the valid response rate reached 88.01%. The collected results were analyzed by descriptive statistics, t-test, one-way ANOVA, and filtering method. Interviews were further conducted to make up the insufficiencies of the questionnaire. The conclusions were summarized as follows. I.The level of perceptions of the 2002-2004 Chunghua County Special Education Evaluation from special education teachers and related staffs was good and above the “intermediate level.” The mean in the respect of “result management method” was the highest, while that in the respect of “influence on teaching” was the lowest. II.The level of perceptions of the Ideal Special Education Evaluation from special education teachers and related staffs was considerably good and above the “intermediate high level.” The mean in the respect of “items to be evaluated” was the highest, while that in the respect of “evaluation method” was the lowest. III.The level of perceptions of the 2002-2004 Chunghua County Special Education Evaluation from special education teachers and related staffs was influenced to a significant difference by the variables including different service stage, position taken when evaluated, professional background in special education, times of evaluations, time for preparing the special education evaluation, scale of the school, and the number of special education classes. IV.The level of perceptions of the Ideal Special Education Evaluation from special education teachers and related staffs was influenced to a significant difference by the variables including different service stage, position taken when evaluated, times of evaluations, scale of the school, and the number of special education classes. V.The surveyed special education teachers and related staffs agreed on the following points. 1.The main purpose of implementing a special education evaluation was to enhance the function of the bureau of education’s presidency. 2.The director of counseling was approved of his assistance in preparing the evaluation data. 3.The main effect of a special education evaluation on teaching was to examine and review teaching performances. 4.On the day when the evaluation was conducted, interference with the school and the regular schedules of special education classes should be minimized. 5.There were detailed rules about the data to be prepared in the special education evaluation. 6.An official missive about the evaluation was delivered to every school by the Section of Special Education. 7.The measure of rewarding outstanding schools had an encouraging effect. 8.The most ideal evaluation team should be composed of “special education scholars”. 9.The most ideal evaluation method should be based on “self-evaluation of the school”. 10.The most approved evaluation item was “the planning and implementation of individualized education.” According to the above results, the research proposed suggestions as a reference for educational administrations, school educations, and follow-up studies.