A Study of the Pre-school Teachers' Cognition, the Implementation and the Support Needs on Early Intervention for Children with Special Needs in Taichung County

• Main Authors: Yu-Chuan Shih, 施玉權
• Other Authors: Lie-Yueh Cheng, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/31433928387790840107

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 98 === The purpose of this study was to investigate the pre-school teachers’ cognition, the implementation and the support needs on early intervention for children with special needs in Taichung county. The participates of this study were the teachers who services in public and private preschools. The research used the questionnaire survey procedure for 208 teachers. The study obtained the following conclusions: 1. The cognition in early intervention service of the pre-school teachers in Taichung county was very good. Especially the cognition in disabilities category, the service unit to offer consultation, the subsidization from the government, the center of the team evaluation for children’s development and medical clinic systems. That’s unsure for early intervention reporting referral centers and the sole responsibility unit of the case management center. 2. The situation of implementation for early intervention was good. The individualized education program carried out the degree to be highest. That got lower efficiency on speech therapy, occupational therapy, physical therapy and Individualized family service program for children with special needs. 3. The extent on needs of whole support was high. In the needs of evaluation support, the most necessary subjects were the methods of assessment and identification and the report information for children with special needs. In the needs of teaching support, the teaching method consultation and counseling, the methods of instructional assessment, the design of children curriculum and the application of teaching strategies were the most necessary. In the needs of administrative support, the administrators’ support and encouragement, the assistance for child problem behavior and sudden outbreak, the teaching skills and consultation for children with special needs form the correlative professional team. 4. There were no statistical significant differences on the needs of the assessment support and the teaching support for early intervention among the pre-school teachers with different education, seniorities of child education and special education background and whether with the experience of taking care of children with special needs or not. 5. In the administrative support, the teachers who had experience to take care children with special needs showed higher support needs than teachers without experience. Practical suggestions for the authorities, administrators, kindergarten and preschools, pre-school teachers and future researchers will be provided based on finding.