A Study on the Current Status and Requirements for Inclusive Education Supply for Preschool Teachers in Chiayi County and City

• Main Authors: Ya-li Huang, 黃雅莉
• Other Authors: Ping-chin Wang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/50315517711131475598

碩士 === 南華大學 === 幼兒教育學系碩士班 === 97 === 　　The purposes of this study were to investigate the current status and requirements for the inclusive education support and their differences for preschool teachers with various background in Chiayi County and City. The instrument used for data collection in this study was a questionnaire designed by the researcher and was titled as "the current status and requirements of the inclusive education support for preschool teachers." The 467 subjects for the questionnaire were preschool teachers sampled from legally registered public and private kindergartens in Chiayi County and City. The statistic data was analyzed by percentages, the T test, and one-way analysis of variance (one-way ANOVA). The main findings of this study were summarized as follows: 1. The current status and the requirements for inclusive education support There were gaps between the current status and the requirements for inclusive education support for preschool teachers in many ways, including administrative operation support, professional competency support, curriculum and instruction support, parent education support and the overall aspects. 2. The current status and requirements for inclusive education supply for preschool teachers with different background There were statistic significances in the supply requirements for preschool teachers in "education background", "special education background" "legally registered private and public schools" and "teaching experience of inclusive education" In the current supply status, "teaching experience of inclusive education", "class size", and "administrative position" showed significant differences. As for the differences in the supply requirements and current status, different background variables did not generate distinct differences. 3. The differences for preschool teachers in inclusive education among different background variables "Class size" and "administrative position" both reached significant differences in inclusive education supply. On the contrary, the rest background variables did not show any significant differences.