| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 99 === This research is aimed to investigate the practice and support needs of special education teachers from primary school about gender equity education. Analysis is made on different background of special education teachers’ practice and support needs in three dimensions of gender equity education. These three dimensions include “curriculum and teaching”, “teaching media” and “administrative support and resources usage”. Questionnaires are distributed to 300 samples, and 272 are valid, which yelled a valid rate of 91％. Finds are as followed:
1. Present situation of gender equity education in elementary school is pretty good. Significant is found among all dimensions. The “teaching media” gets first place and is followed by “curriculum and teaching” and “administrative support and resources usage.”
2. No significantly difference is found on present situation in terms of “gender”, “educational background” and “school scale.” However, significant is found in “teaching class”, “teaching periods”, “marriage status” and “children.”
3. The support needs for special education teachers in gender equity education are high. The highest is “administrative support and resources usage”, which are followed by “teaching media” and “curriculum and teaching.”
4. No significantly difference is found on the support needs in terms of “gender”, “professional training hours”, “educational background”, and “school scale.” However, significant is found in “teaching class”, “teaching periods”, “marriage status” and “children.”
5. Significant differences are found between practice and support needs in terms of “curriculum and teaching”, “teaching media” and “administrative support and resources.” And the support needs are higher than practice. The orders for support needs are “administrative support and resources”, “curriculum and teaching”, and “teaching media.”
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