A Qualitative Research on Regular Class Homeroom Teachers Implementing Inclusive Education in Junior High School

• Main Authors: LIN, YU-CHEN, 林紆甄
• Other Authors: 胡心慈
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/14675690145814583503

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 100 === This qualitative study, lasting 1 year and 4 months, aims to explore the experiences of two regular class homeroom teachers implementing inclusive education in junior high school. After the compilation interpreted as two stories collected from in-depth interview method, the results of this study are as follows: Regular class homeroom teachers in inclusive education can have a virtuous circle to successfully build their own knowledge and self-worth; staying humorous and flexible to moderate themselves; winning help and support from parents and related experts with proper methods; sticking to the principles of equal treatment and individualized adjustments; helping students with special needs to present their strength and create their self-value among peers in positive psychology approach. The study results also prove that as long as regular class homeroom teachers can actively and positively accept students with special needs, both of them can benefit from inclusive education and can help get a win-win situation among parents, student peers, teachers, administrators, and so on. Finally, some suggestions from a self-reflection during the research process are offered to parents, teachers for both regular classes and special education.