A Study on Students' Inclusive Education Experience in Junior High School to the Acceptance Attitudes toward People with Disabilities

• Main Authors: Chen, Yi-Ching, 陳怡靜
• Other Authors: 王華沛
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/24486621433935442612

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 102 === The aim of this study was to investigate the current situation of the inclusive education experience in junior high school and the acceptance attitudes toward people with disabilities. It aimed to compare the differences of the inclusive experience and the acceptance attitudes among the senior high school and college students in different genders, education stages, departments, contact experiences, and inclusive classes during junior high school. Also, it aimed to explore the relationship between the inclusive experience and the acceptance attitudes. The questionnaire of the study was designed by the researcher. By purposive sampling, there were 328 valid participants. The data of the questionnaire was analyzed in terms of descriptive statistics, t-test, one-way ANOVA, and Pearson’s product-moment correlation. The major results were as follows: 1)70% students’ acknowledge the disabled peers in the class from general education teachers, 10% from special education teachers. Overall, the senior high school or college students had good inclusive experience, and had positive attitudes. The reasons to affect the acceptance attitudes were personal characteristics, education and contact experiences, and the characteristic of disabilities. 2)The females’ inclusive education experiences and acceptance attitudes were more positive than males’. 3)The college students’ inclusive education experiences and acceptance attitudes were more positive than senior high school students’. 4)In the inclusive education experiences in junior high school, there were no significant differences in different departments in the senior high school. But there were significant differences in different departments in the college. Especially, students in a college of medicine were more positive than others. In the acceptance attitudes toward people with disabilities, there were no significant differences in the different departments in the senior high school and college. 5)In the inclusive education experiences in junior high school, no matter what students had contact experiences in the elementary school or in the family, there were no significant differences. In the acceptance attitudes toward people with disabilities, no matter what students had or hadn’t contact experiences, or had more or less contact experiences, there were no significant differences. 6)In the inclusive education experiences in junior high school and in the acceptance attitudes toward people with disabilities, students in the inclusive experiences classes were more positive than the general education students. 7)The more positive inclusive education experiences in junior high school, the more positive acceptance attitudes toward people with disabilities were. 8)There were significant positive correlations between the inclusive education experience in junior high school and the acceptance attitudes toward people with disabilities. At last, according to the result of this study, it advances suggestions as to the administrative agencies, teachers, and the further researches.