A study on the utilization of community resources during teaching by teachers of students with mental retardation in elementary schools in Taoyuan County

• Main Authors: LIAO MING-KAI, 廖銘凱
• Other Authors: 鄭麗月
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/91758596201123503773

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 95 === Abstract The purpose of this study was to analyze the recognition towards community resources for the teachers of students with mental retardation in elementary schools in Taoyuan County, and the status of how community resources were utilized during teaching. Samples of this study were 94 teachers of students with mental retardation in elementary schools in Taoyuan County. Questionnaire survey and interview survey were the methods of this study. The findings were as follows: 1.Teachers of students with mental retardation had good recognitions towards community resources. Most of them thought that utilizing community resources contributed to a student an integrative life experience. 2.The most widely-used contents of the manpower resources utilizing by teachers of students with mental retardation were "student’s parents"; the most widely-used contents of the materials resources were "familiar equipments in the community"; the most widely-used contents of the financial resources were "surplus of activities", and the most widely-used contents of the organization resources were "recreation and amusement sites". 3.The approach of how teachers utilized community resources was diverse, but not every approach could be commonly used. 4.Teachers with administrative experiences can utilize community resources more extensively and equally. 5.Teachers with senior teaching experiences can utilize community resources more extensively and equally. 6.Teachers with senior experiences of teaching students with mental retardation can utilize community resources more extensively and equally. Based on the research findings and conclusions, some concrete suggestions were made as references to the educational authority, the school administration, the teachers of students with mental retardation, and the correlated studies in the future.