| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 100 === The focus of this research lies in the abolition policy of Preschool deaf or hard-of-hearing child Inclusive Education Class of NTSHI, aiming to probe into the course of its decision and cause, thorough interviews with related people of this policy was conducted to figure out which kind of faith and principle influence the policymakers to make the decision.
First, through the literature analysis, this study attempted to analyze the idea and history of Inclusive Education, and the placement issue and current dilemma as well, the purpose is to discover the reason to the abolition of inverse Inclusive Education. Secondly, through with the semi-structural interview, interviewing 17 related people that have stronger influence on the policy , including parents and teachers of deaf students, administrative representative of school, specialists and governors, in order to collect the relevant materials and study the decision process.
The conclusions of this study were showed as follows:
1. First, the concept of Inclusive Education: (1) It has been approved the policy of merging education will bring positive effect to both physically challenged students and normal students, (2) Preschool period is the key period of the development of language and the social adjustment.
2. Second, the placement of deaf students: (1) different demand and placement for different level of hearing disabilities (2) Preschool period is the best and easiest time to carry out Inclusive Education (3) Deaf students require the environment to interact with each other.
3. Resource allocation of special education: (1) The interaction and learning between deaf students and normal students is invaluable (2) Normal students creates an environment of language learning for deaf students so that it can enhance the resources for deaf students (3) Normal students can be the bridge to introduce external resources (4) Students learn lessons to respect and interact with each other.
4.Current problems: (1)Normal students still can’t totally accept physically challenged students (2)Teachers’ lacking of skills in special education (3)The material for special education is still insufficient; (4) Short of facility for physically challenged students (5)Disability to offer professional group service; (6)Insufficient amount of teachers for special education.
According to the research conclusion, the following suggestions were made:
1. To the legislature: (1) While legislating, please consider the particularity of physically challenges students; (2) Placement and bylaw of Preschool inverse Inclusive Education Class should be stated in related law.
2. To the teachers’ education organization: (1) Enhance understanding of ethics and knowledge of special education on physically challenged students (2) Pay attention to the training of teachers.
3. To the administrative authority of education: ( 1) Set up different policy for special education ( 2) Create Inclusive Education resources for common school ( 3) Set up the resource centre of Sense organ function disability ; (4)Design and promote training for special education ( 5) Let Special education school continue to carry out Preschool inverse Inclusive Education Class.
4. To follow-up researchers: ( 1)Study the influence of the transformation from Preschool deaf or hard-of-hearing child inverse Inclusive Education Class to Preschool deaf or hard-of-hearing child Special Education Class in NTSHI ( 2)Study and compare the effect of these two different styles ( 3)Discuss the communication and social influence to deaf students ( 4) Discuss the impact on other students with different physically challenged ( 5) Discuss the impact on normal students.
|
|---|
