The Study of the Inclusive Education Policy Implementation of Elementary School in Taipei County
碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === The purpose of the study is to explore inclusive education policy implementation﹐and to understand the problems in actual implementation﹐possible solutions of elementary school in Taipei County. To fulfill the above purposes﹐the literature review﹐interv...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2006
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| Online Access: | http://ndltd.ncl.edu.tw/handle/75210479931036391707 |
| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === The purpose of the study is to explore inclusive education policy implementation﹐and to understand the problems in actual implementation﹐possible solutions of elementary school in Taipei County.
To fulfill the above purposes﹐the literature review﹐interview and questionnaire method were conducted. Consultative director﹐special-education section leaders﹐teachers in regular classroom and special education teachers of elementary school in Taipei county were subjects examined by using ”Questionnaire Survey of Inclusive Education Policy Implementation of Elementary School in Taipei County”. And staff of special education in education department﹐consultative director and special-education section leaders were interviewed. The conclusions were enclosed as following：
1.The implementation of inclusive policy of elementary school in Taipei county progress well﹐especially for the aspect of “Individualized Education Program”﹐and there are still improvement for the aspect of “teacher’s factor”.
2.For the current status of parental participation﹐the part at the in-home-participation of parents of students with physical and mental disabilities awaits to strengthen urgently. And the different teaching experience and school scale of elementary educational staff have different views on the aspect of “parental participation”.
3.Currently﹐there are still improvements for schools in the area of inclusive education related promotion as well as study and practice. In addition﹐elementary educational staff have different views based on their special educational background.
4.Consultative director and teachers in regular classroom have different views toward implementation of inclusive education policy in all aspect.
5.Elementary educational staff have most problem with the adjustment for regular classes﹐teachers’ professional skills﹐and human resources for special education.
6.Eelementary educational staff have different views toward the problems in actual implementation according to their current position﹐past position﹐teaching experience﹐special educational background and scale of school.
Suggestions are enclosed from the above conclusions﹐they are used as references for educational administration agencies﹐schools and relevant future research.
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