A Study on Parent-Teacher Communication between Inclusive Education Classes Teachers and Special Student’s Parents of Junior High School in Taipei-Keelung Region

• Main Authors: Mao-Sheng Hsu, 許茂盛
• Other Authors: 林宜玄
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/mnw372

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 100 === The research aims to investigate the communication between inclusive education classes instructor and special student’s parents of junior high school in Taipei-Keelung Region. And it explores the differences for different background teachers in communication contents, channels and obstacles. In order to achieve the aims, the use of questionnaire was mainly conducted thought the study. The researcher used the questionnaire to survey inclusive education classes instructors at public junior high schools in Taipei-Keelung Region. A total of 467 questionnaires were delivered and 419 were return, and 409 of them were valid. The return rate is 87.58%. The data was analyzed by using descriptive statistical analysis, independent samples T test and one-way ANOVA. According to the findings, the results were summarized as follows: 1.Teachers should communicate with special student’s parents about behavior at first. Teaching and study are the next. 2.The parent-teacher communication contents are significantly different among different sex, teaching experience and instructor’s experience. 3.Colloquial and documentary communication are valid ways between instructors and parents. 4.Different special education instructors’ attitude toward the ways to valid network communication are significantly different. 5.Parents cause the main parent-teacher communication obstacle. Instructors and parents are the next. 6.Different sex instructors’ attitude toward the parent-teacher communication obstacle factors are significantly different.