The Study on Preschool Teachers’ Attitudes and Instructional Problems toward the Implementation of Inclusive Education－Samples from Taipei County Shuang –Ho District

• Main Authors: Fang-Mei Yang, 楊芳美
• Other Authors: 魏恵貞
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/67670498894831955402

碩士 === 臺北市立教育大學 === 兒童發展研究所 教師在職進修幼教教學碩士 === 94 === The thesis deals with the exploration of preschool teachers’ attitudes and instructional problems after implementing inclusive education, and the analysis of differences of distinct background variables among teachers. This study took a survey mainly through questionnaires, which was supported by interview, to 116 teachers of the affiliated kindergartens of junior high schools and primary schools in Taipei County Shuang-Ho District. 103 valid samples were obtained with 88.79% response rate, and ten teachers interviewed were involved. Collected Data were analyzed by frequency distribution, percentage, mean, standard deviation, and one-way ANOVA. The major findings were as follows： 1. Preschool teachers hold positive and optimistic attitudes toward the implementation of inclusive education. 2. Attitudes toward the implementation of inclusive education almost come to an agreement among preschool teachers with distinct background variables, of which only “Years of teaching experience”makes significant differences ; it shows that less experienced teachers are more active than more experienced teachers. 3. Attitudes toward the implementation of inclusive education make no significant differences in term of preschool teachers’age, educational background, years of teaching experience in inclusive class, and training hours of special education. 4. Degree of preschool teachers’ instructional problems of the implementation of inclusive education reaches to a medium level in general. 5. Seriousness of preschool teachers’ instructional problems of the implementation of inclusive education is in order of “Qualities of disabled children”, “Class management”, “Pressure of workload”, and “Instructional resource”. 6. Differences of distinct background variables among teachers are not significant in their instructional problems of the implementation of inclusive education. Based on our research findings, further suggestions are provided to authorities of preschool education, teachers of inclusive class in kindergarten, parents of inclusive class in kindergarten, and follow-up researchers.