A Study of Assessment Accommodations for Students with Disabilities from Survey of Resource Room Teachers of Elementary Schools

• Main Authors: Hung-Tzu Chuang, 莊虹姿
• Other Authors: Jung-Chao Hung
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/50468270353516052492

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 97 === Abstract The main purpose of this study was to investigate the current status of assessment accommodation used by resource room teachers, and to understand the relationship between resource room teachers’ demographic variables and the frequency of using assessment accommodation, and to investigate the attitude and resource room teachers’ other opinions of carrying out assessment accommodation on students with disabilities. In order to carry out this study, a “ The Current Status of Resource Room Teachers’ Using of Assessment Accommodation Questionnaire ” was deliberately and accordingly designed. A total number of 340 questionnaires were distributed toward the present resource room teachers in Taiwan. The valid questionnaires are 279 and the valid rate is 85.9%. The answered questionnaires have been further analyzed by their average medium, percentage, t-test, one-way ANOVA. The following conclusions are obtained : 1.The current status of using assessment accommodation used by resource room teachers. (1)The major ways of deciding to use assessment accommodation was “ discuss with general room teachers ”. (2). Nearly half of schools or resource rooms established interrelated regulations of using assessment accommodation. (3). When implement assessment accommodation, the major ways of adjusting were “ students taking examination in resource room along with resource room teachers who provide support if needed ”. (4). The frequency of implementing assessment accommodation by elementary resource room teachers is “ often”. And the major way of implementing assessment accommodation is “ Setting ”, and the least is “ Response ”. Implement frequency about assessment accommodations was different by experience of teaching resource room, formal teachers of resource room or not, numbers of grade they teach. (5).Most resource room teachers were holding a supportive and positive attitude toward the implement of assessment accommodation. And attitude was differed by age, teaching experience, and the location they teach. (6). Resource room teachers expect general teachers and parents to understand the meaning of assessment accommodation, to systematize assessment accommodation, and hope that the authority can provide the equipment and supporting force they need. Based upon the above-mentioned research conclusions, a package of sixteen suggestions is hereby proposed to education bureau、resource room teachers , the parents of students and for the future research.