| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 96 === This research is intended for probing into teachers’ difficulties and strategies on the basis of the ideas of inclusive education and to comprehend what kinds of assistances teachers need according to situations they are faced with.
This study uses in-depth interviewing and focusing-group interviewing for the qualitative research and the people I interview include a teacher of special education class, a teacher of resource class, and five teachers of regular classes only at which there were handicapped students. After observing at class, collecting related references, I make the conclusions throughout comparing, summarizing, and analyzing these data:
First, teachers’ difficulties on the basis of ideas of inclusive education
Given that the local education bureau did not make the proper contemplation or not deal with the difficulties teachers encounter because of the financial problems, teachers would be discontent with the educational bureau and less interested in carrying out the educational policies.
If the administrative staffs do not hold the just ground and make the decision based on what they like when they carry out the administrative policies, it would make teachers stand on the opposite position and be unwilling to cooperate with them or shuffle through their works .
As soon as teachers have different opinions and can’t reach the agreement with each other, it would make teacher’s teaching attitude negative and passive. And if parents’ participations towards the activities teachers hold are passive or irrational, it would make teachers come to a fine pass and even create difficulties of the execution.
Second, the strategies teachers can use when they are confronted with difficulties
According to the research, there are some strategies teacher will use as following. First, look for other teachers to help you. Second, ask for the helps of the administrative office. Third, try to find some ways by themselves. When teachers fail to get the help from their peers or administrative office, they will start to scratch for some data on their own and to do with the problems from their experiences. And if these kinds of situations keep happening, solving the problems by themselves will be the only measure they can take.
What kinds of assistances teachers want to get when carrying out the inclusive education
The teachers of inclusive education classes hope that the teachers of special education can help them know how to deal with the problems of distinctive children’s words and deeds and that the teachers of resource class can help theses students’ study. What’s more, the teachers of inclusive education classes hope that the school can let them know the situation of these children before they take over the class so that they can know how to deal with it. Besides, they also hope the administrative office can provide them much more about the applied means instead of focusing on the theory.
For the teachers of special education, they hope deeply that the educational -administration unit of could face squarely their need and increase the professional human resource in terms of the available budget.
Teachers hope the parents’ support is rational not over intervened. Also, the teachers of special education hope that the parents can earnestly engage in the special children’s IEP and often communicate rationally with teachers so that they can work together to solve children’s problem.
Last, according to the reference and what I have done in this study, I would provide some suggestions for the Education Bureau, the administrative staff at school, teachers of regular class only, and parents.
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