The Survey Research of the Executive Effect on the Reformative Plan for the Appropriate Education of National CHIA-YI School for the Mentally Retarded

• Main Author: 蔡育臻
• Other Authors: 林千惠
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/60411729920545047512

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 96 === Abstract The purpose of this study was to discuss the intervention of appropriate educational reform in National Chia-Yi School for the Mentally Retarded students. The focus of research interest is "establishing IEP assessment regulation ", "School assessment and implementation", and "promoting parental participation". The methodology used survey research method. The teachers and the parents are included for this study by interviewing them with the questionnaires and focus group. The conclusions of this study are as follows: 1.79% of the teachers from the school believed that IEP implementation can improve the quality of IEP, and it was shown that there was major effect on the backgrounds of the teachers. 2.70% of the teachers from the school believed the executive effects of the school assessment and implementation, and it was shown that there was major effect on the backgrounds of the teachers. 3.75% of the school teachers believed the executive effects of promoting parental participation, and it was shown that there was major effect on the backgrounds of the teachers. 4.90% of parents believed the executive effects of promoting parental participation, and it was shown that there was major effect on the backgrounds of the parents. Based on our results and conclusion, the author provides the suggestions as follows: 1.Regarding to IEP assessment regulation, to continue the IEP-related courses and curriculum, conduct the discussion of the IEP assessment regulation, reform IEP forms of network system are suggested. 2.Regarding to "School assessment and evaluation work", the author suggested that the teachers need to develop the assessment tool specialized for students condition and for their own teaching needs; school teachers should learn more professional knowledge about school-focus assessment evaluation; more appropriate assessment for the school is needed. 3.Regarding to "promoting parental participation", the author suggested that school reform and activities should consider parental needs, continually reinforce promoting parental knowledge, organize activities and curriculum for encouraging more parent-teacher interaction, and build more structural and formal IEP meeting models. Finally, the further suggestions are discussed based on the limitation of this study.