| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 102 === The purpose of this study was understanding the current situation of that teachers in special education schools use informative pointing method to help low –oral- ability autism spectrum disorders students in communication, the stages of concern and levels of use. It was explored that the background of different variables of the special teachers use informative pointing method to help low –oral- ability autism spectrum disorders students in communication concern with the use of stage-level differences, and analyzed their relationship. Based on the results, this study intended to provide relevant suggestions about informative pointing method to the policy executives
This study used a survey method. The research population was teacher in special education schools(not including visual impairment school and hearing impairment school), totally 490 teachers. Two types of questionnaires were used, namely “stages of concern questionnaire on teachers use informative pointing method to help low –oral- ability autism spectrum disorders students in communication” and “levels of use questionnaire on teachers use informative pointing method to help low –oral- ability autism spectrum disorders students in communication.” There were recovered 353 surveys, 347 were available, the rate of 83.61%. These data were analyzed through descriptive statistics, descriptive statistics, one-way ANOVA, Pearson product moment correlation coefficient.
According to survey results, the conclusion of this study were as follows:
1. Teachers in special education schools current concerns of use informative pointing method to help low –oral- ability autism spectrum disorders students in communication were mainly at the stage of “information”. And the current uses were mainly at the level of “orientation”.
2. Regarding the stages of concern for use informative pointing method to help low –oral- ability autism spectrum disorders students in communication, differences existed among “age” and “teach in where” have significant difference.
3. Regarding the levels of use for use informative pointing method to help low –oral- ability autism spectrum disorders students in communication, differences existed among “age” ,“education background” and “teach in where” have significant difference.
4. Teachers' current use informative pointing method to help low –oral- ability autism spectrum disorders students in communication stage of concern and the level of the use have significant positive relationship.
This study display teachers in special education schools current concerns and uses of use informative pointing method to help low –oral- ability autism spectrum disorders students in communication were at lower level, the level of concerns higher, and the level of uses was higher too.
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