| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 99 === The purpose of this study was to explore the degree of present situation and needs of regular teachers in teaching and guidance support with disabilities in junior high schools and the difference between them. The participants of this study were the teachers in the general class with students with disabilities in the mid area of Taiwan in Academic Year 99, and there are 196 valid questionnaires acquired. The method used in this study was questionnaire survey research. Moreover, the research data was conducted by frequency, percentage, mean, standard deviation, t-Test, and ANOVA method.
Research results are below:
1.The level of actual obtainment of teaching and guidance support of the participants was slightly higher than medium, and the order from high to low of the obtainment was “administrative support”,“classroom management”,“professional recognition”, and “curriculum teaching”.
2.The level in need of teaching and guidance support of the participants was high, and the order from high to low was “classroom management”, “administrative support”, “curriculum teaching”, and “professional recognition”.
3.There would be an obvious difference in actual obtainment of teaching and guidance support from the different “the classification of the special education need students”, and “special education human resource distribution”.
4.The participants who teach the students with social behavior disabilities acquired more actual support in classroom management than those who teach the students with recognition disabilities.
5.The participants who teach in the schools that only have resource room acquired more in overall support and administrative resource than those who teach in the schools that have special education section.
6.There was a significant difference from anticipant and actual obtainment of needs for teaching and guidance support by regular teachers, meaning that teachers had high anticipant obtainment level of needs for teaching and guidance support whereas achieving much less.
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