A Study on the practice and Teaching Needs of Gender Equity Education in the special education class of the vocational high School in Tainan.

• Main Authors: Chen Yu Ching, 陳玉清
• Other Authors: Liu Ming Sung
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/5n977r

碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 98 === The purpose of this study was to explore the practice and teaching needs of gender equity education in the special education class of the vocational high school. To analyze the difference on special education teachers of the vocational high school for the practice and the degree of teaching needs in “the curriculum and the teaching material” , “the teaching way”, “the administrative support” and “Taking the-on-job course”. This research employed questionnaire survey for 70 teachers who served in the special education class of the vocational high schools in Tainan. Descriptive statistics, Chi-square test, t-test and one-way ANOVA were used to analyze the data. The findings were as follows: 1. There were 85% teachers to implemented the gender equality education to students with disabilities, and they considered that the curriculum guide had to be revised, because that is helpful in the gender equality education teaching. 2.There were no significantly differences on the practice of gender equality education for teachers with different “gender”, “age”, “professional background of special education”, “seniority of special education teaching”, and “the marital status”, but there was only a significantly difference on “in-service training”. 3. In the whole, there were highly rank on “the curriculum and the teaching material”, “the teaching way”, “the administrative support” and “Taking the-on-job course”. 4. There were no significantly differences on teaching needs of gender equality education for teachers with different “gender”,” age”, “professional background of special education”, “seniority of special education teaching”, “the marital status”, but there was significantly difference on in-service training. Finally, according to the study outcomes, some suggestions for the education administration, school administration and the teachers, and the future research were provided.