| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 97 === Research on the Teaching Strategy and Support Needs of the Taipei County Elementary School Teachers on Regular Classes with Attention Deficit Hyperactivity Disorder (ADHD) students
Chui-Chung Chiu
Abstract
The purpose of this study was to understand the teaching strategies and supports that Taipei County elementary school teachers on regular classes need in teaching Attention Deficit Hyperactivity Disorder (ADHD) children. The target was Taipei County elementary school teachers, a total of 241 teachers, who have ADHD children placed in their classes and the research method adopted is the survey. The results were as follows:
1. The common teaching strategies used by regular class teachers were: medication assistance strategy, peer teaching strategy, direct teaching strategy, cooperative learning strategy, self-teaching strategy, behavior management and social skills training strategy. Among them, the peer teaching strategy, especially through the praising the good behavior of ADHD children, and behavior management strategy, through isolation of the ADHD children when in anger and out of control into a quiet place with the purpose to deal with their feelings, were the most used methods.
2. Regular class teachers had strong demand for supports on the ADHD children evaluation , especially on the physical and psychological characteristics of the ADHD children, ways and methods of the identification of a standard ADHD children.
3. Regular class teachers highly needed support on the guidance of an interactive strategy for the ADHD children and others in class children. Provision of teaching aids and assistive devices, as well as teaching strategies to teach ADHD children were the most required by them.
4. Teachers of regular classes showed high demand in administrative support, including the practice of professional knowledge when teaching ADHD children, the support and help to deal with any sudden incident of any ADHD children, the need of consultation on special education concerning ADHD children and on the assistance to parents in educating the ADHD children.
5. Regular class female teachers had higher demands for support than the male teachers when dealing with ADHD children, especially in the collection of relevant data assessment of the ADHD children, in the resettlement of the ADHD children, in using teaching and interactive strategies, in using teaching aids and assistive devices and in dealing with ADHD children in any sudden incident. Particularly, the demand in special education counseling and reduction on the number of class with the placement of ADHD children was very high, reaching a remarkable level in the statistical studies.
6. Regular teachers with 1-5 years of teaching experience showed higher demands to have support on the practice of teaching professional competency requirements to teach ADHD children, which significantly outstand when compared to teachers with more years of experience, reaching a remarkable level in the statistical studies.
7. Regular class teachers that did not have special education qualification showed demands for support in the use of teaching aids and assistive devices when teaching ADHD children. A professional team to help those teachers to deal with the ADHD behavioral and education problems would also provide parents with ADHD children a better parenting education. Regular class teachers that were qualified with special education degree did not show much demand, reaching a remarkable level in the statistical studies.
The research discoveries and conclusions are to be served as reference for education administrative sections, school administrative sectors and teachers for future researches related with this study.
Keyword: Attention Deficit Hyperactivity Disorder, teaching strategy, support needs
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