| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士班 === 102 === This study was aimed to compare the opinion of the kindergarten teachers and the elementary school teachers about the school entry cognitive readiness of the children with development delay. Researcher developed questionnaires by referencing several evaluation tools and collected data by it. The study respondents were the kindergarten teachers and the elementary first-grade teachers who teach the children with development delay in Changhua. The total number of the questionnaires sent out was 300. 289 were responded and valid, include 100 from the elementary school teachers and 198 from the kindergarten teachers. Researcher analyzed data by one way ANOVA and Independent-Samples t Test. The result of the analysis was as following. Researcher proposed suggestions for the research in the future.
1. Differences of the opinion about cognitive readiness from the kindergarten teachers with different background variables:
(1) Different ages of the Kindergarten teachers of senior class, there was significant difference about "basic reading and writing skill."
(2) Different special education background of the Kindergarten teachers of senior class, there was significant difference about "basic concepts."
(3) Different school nature of the Kindergarten teachers of senior class, there was significant difference about "basic concepts."
2. Differences of the opinion about cognitive readiness from the elementary school first-grade teachers with different background variables:
(1) Different education background of the elementary first-grade teachers, there was significant difference about "basic concepts" and ''reasoning thinking."
(2) Different position of the elementary first-grade teachers, there was significant difference about "memory" and ''basic math concept."
3. There was no difference between the kindergarten teachers and the elementary first-grade teachers about the cognitive readiness of the development delay children.
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