| Summary: | 碩士 === 國立屏東教育大學 === 特殊教育學系碩士班 === 102 === This study applied the survey research of “preschool educator’s opinion and application towards gender equality of children requiring special needs” as a tool. Through 202 respondents who are currently working as preschool educator in Kaohsiung, in aim to gather respondents’ demographic data as well as their attitudes and opinions toward current teaching program and applications on the gender equality of children with special needs by quantitative research.
After independent sample t-test, and one way analysis of variance, this research has reached the conclusions as following:
1. When measuring preschool educator’s attitude towards current teaching program of gender equality of children with special needs, “action” dimension scores the highest, and “emotion” scored the lowest.
2. When measuring preschool educator’s application opinions towards current teaching program of gender equality of children with special needs, “action” dimension scores the highest, and “emotion” scored the lowest.
3. There shows no significant relations when comparing preschool educator’s difference of marital status against their attitude towards current teaching program of gender equality of children requiring special needs. However, there are significant difference when comparing preschool educators’ marital status against their opinions on current teaching program of gender equality of children with special needs.
4. There are no significant relations when comparing preschool educator’s difference on educational level against their attitude and opinion on current teaching program of gender equality of children with special needs.
5. There are no significant relations when comparing preschool educator’s difference on educational background against their attitude and opinion on current teaching program of gender equality of children with special needs.
6. When comparing preschool educators who have previously taken gender equality or related courses with the ones who have not, there shows no significant difference on their attitude towards current teaching program of gender equality of children with special needs. However, there are significant difference on their opinions on current teaching program of gender equality of children with special needs.
7. When comparing preschool educators who have participated in gender equality learning activities with the ones who have not, there are significant difference on their attitude towards current teaching program of gender equality of children with special needs, but no significant difference on their opinions on current teaching program of gender equality of children with special needs.
8. There are no significant relations when comparing preschool educator’s age against their attitude and opinion on current teaching program of gender equality of children with special needs.
9. There are no significant relations when comparing preschool educator’s tenure against their attitude and opinion on current teaching program of gender equality of children with special needs.
In the final part of this thesis, in accordance with the research findings, suggestions for gender equality education program are made as well as for future studies.
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