A Study on the Degree of Importance and Satisfaction of Parents about the Inclusive Education for the Special Education Students of Elementary Schools in Kaohsiung City

• Main Authors: Yu-Fong Cao, 曹玉鳳
• Other Authors: Tian-Wei, Sheu
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/82793137303921430260

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 97 === Abstract The purpose of this study was to explore the degree of importance and satisfaction of parents about the current inclusive education for the special education students. The differences in the degree of importance and satisfaction among parents of different background variables and use IPA to understand the dynamics of inclusion. According to the research, we would know what is needed to improve in this research area. A questionnaire was specially designed for this study, targeted to parents of those special education students receiving inclusive education in elementary schools in Kaohsiung City. One hundred and thirty-four questionnaires were sent. One hundred and eleven returned questionnaires were valid. Frequencies, percentages, mean and standard deviations, ANOVA, t-test and importance-performance analysis were used for data analysis. Supportive information from interviews was also included. The results were summarized as follows: 1. Parents were satisfied with the inclusive education: “instruction” scored the highest average, while “the interaction of classmates” scored the lowest. 2. Parents were important with the inclusive education: “instruction” scored the highest average, while "assessment and placement status" scored the lowest. 3. The parents degree of participation with the education: Those parents who didn’t show up at the IEP meeting are significantly higher than those who came in “the interaction with classmates”, “instruction”, “the arrangement of courses”, “communication between teachers and parents”. Among parents of different background variables, there was no significant difference in the degree of satisfaction. 4. The degree of importance with “assessment and placement” among “the early intervention history”, “the classification of children’s disability”, “the degree of children’s disability” and “the parents degree of participation with the education” of the different special education students are significantly. Among parents of different background variables, there was no significant difference in the degree of importance. 5. According to the IPA illustration, “instruction” was found to keep up with the good work. “Communication between teachers and parents” had priority to concentrate here. “The interaction of classmates”, “the arrangement of courses” and “the support from the school” had low priority. “Assessment and placement status” was found to possible overkill. According to this study, the author would like to make suggestion for school executive units, teachers in general and special education classes and future investigators.