A Study on Special Education Administrative Negotitation in Elmentary Schools of Kaohsiung City

• Main Authors: chen po-ying, 陳柏穎
• Other Authors: Jung-Chang Tang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/52554244810628269096

碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 98 === The main theme of this study is to first examine the status quo and challenges of administrative negotiation concerning special education and further to seek recommendations for future negotiation process at elementary schools level in Kaohsiung city. The thesis consists of three major parts. The first part of the thesis is the literature review concerning the basic theories of negotiation, administrative organizational framework of special education in Kaohsiung city, and the discussion of implementation of negotiation process between general and special education administrative units within elementary schools in Kaohsiung city. The second part discusses the qualitative research methods adopted in this study. In order to increase the validity of findings, the questionnaire to 380 administrative staff and special education teachers (with 58% return rate) were conducted. The third part provides major findings based on the analysis of the questionnaire and recommendation for future special education negotiation and researchers. The major findings of this research are as follow: 1. Participants of most school negotiation are directors or representatives of related departments. 2. The most needed negotiation issue conducted in the schools is the “inclusion of special students in ordinary classes.” 3. Most administrative staffs and special teachers satisfy the outcome of negotiation with respect to “participation of special students in major school activities,” and confirm that negotiation has indeed strengthen the mutual understandings between special education teaches and school’s administration.4. The most significant difficulty of negotiation is the lack of understanding concerning the key issues of negotiation. The provision of more comprehensive information concerning the background and the nature of negotiation is the most favorable solution to enhance the outcome of negotiation. Finally, this study provides some recommendations for special education policymakers. For instance, Education Bureau and schools should provide negotiation related skill training via workshops or lectures, and enhances teachers and administrative staffs as regards the theories and practical experience sharing of “inclusion education.”