A Survey Study on the Professional Ability, Attitude and Support Needs of Taitung County Public Junior High and Elementary Schools’ Regular Teachers toward Special Education.

• Main Authors: Hsiu-Chen Yang, 楊秀真
• Other Authors: Ming-Chen Wang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/xd8d7c

碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 96 === The purpose of this study was to explore - in different situations - Taitung County Public Junior High and Elementary Schools’ Regular Teachers for their professional abilities and attitudes in Special Education as well as present demands for supporting service, with different backgrounds applied as the differential variance. The studying tool was “Questionnaire on investigation of the Present Condition of the professional abilities and attitudes on Special Education” which was made by Mr. Hwang Yen-chun（2005）. 530 copies of the questionnaires were sent out and 463 valid copies were returned. According to the results of the research, the findings were as follows. One, the overall situation regarding the professional abilities and attitudes in Special Education of the regular teachers was good. Two, seventy percent of the regular teachers had taken three credits in Special Education or had participated in at least 54 training hours of Basic Knowledge in Special Education. Out of the above, fifty percent had no experience in teaching handicapped students. About forty percent had had the pleasure of teaching handicapped students. Three, because of part of the differing backgrounds of regular teachers, there were varying professional abilities in Special Education, professional attitudes and demands for the supporting service. （A）As regards “the professional abilities in Special Education,” regular teachers would show differences on the professional abilities in Special Education with their different ages, positions, experienced years for teaching, and experiences and the experienced years for teaching the handicapped students. （B）As regards “the professional attitudes in Special Education,” regular teachers would show different results on the professional attitudes in Special Education with their different positions, backgrounds for Special Education, experiences and the experienced years for teaching the handicapped students, and situations for setting up the special classes in school. （C）As regards “the demands for the supporting service,” there would have different impacts on regular teachers of their demands for the supporting service with their genders, experiences for teaching the handicapped students, sizes of the school, and situations for setting up the special classes in school. Four, according to the results of the study of Junior High and Elementary School Regular Teachers, with different backgrounds as the differential variance for the professional abilities in Special Education, professional attitudes and the demands for the supporting service, the prediction were as follows: （A）“The age,” “the experienced years for teaching handicapped students,” “the position,” to the regular teachers for professional abilities in Special Education were predictable. （B）“The situation for setting up the special classes in school,” “the background for Special Education,” “the position,” “the experiences teaching the handicapped students,” “ the experienced years for teaching handicapped students,” to the regular teachers for professional abilities in Special Education were predictable. （C）“The gender,” “the condition for setting up the special classes in school,” to the regular teachers demand of supporting service were predictable.