| Summary: | 碩士 === 中華大學 === 行政管理學系碩士班 === 103 === Inclusive education has become a major trend for educating students with special needs. The purpose of this study is to examine the importance of inclusive education as well as the attitude of elementary school classroom teachers in HsinChu City toward inclusive education practice by researching literature reviews and analyzing data collected through qualitative and quantitative means. The quantitative approach used to gather information focuses on describing the differences between personal background and current working environment of elementary school regular class teachers in Hsinchu City. It will also examine their perception, attitude, teaching ability, guidance and support system. The participants of this study are 1018 teachers who are presently employed as teachers in regular classes in public elementary schools in HsinChu City and who were practicing inclusion in their classes during the 103 academic year. Through stratified random sampling, the valid samples obtained are 401. Qualitative data was gathered by means of face to face meetings with the following participants: authorities in education administration, school teachers in charge of special education, parents who have disabled children and teachers who are practicing inclusive education in their classroom. It focuses on understanding the actual circumstances and the difficulties involved in carrying out inclusive education.
The main findings are as follows:
1. HsinChu City government carry out inclusive education by setting up regulations about how to place students with special needs in regular class. They also provide suitable guidance and a least restrictive environment that allows for adaptive instruction.
2. HsinChu City has embraced inclusive education for students with special needs. However, there is a gap between necessity and reality in teachers’ attitude toward inclusive education.
3. The findings of this study show that implementing inclusive educationn has positive effects on social learning. It is ,however, important to take into acount the ability of self-care, behavior and self control of the students, basic learning ability and the number of disabled students who need inclusive education in each class.
4. Teachers of inclusive education will make changes in respect of teaching and guidance and parents are not only the partners of teachers of inclusive education but also they are an important support to the teachers.
5. If teachers of inclusive education can receive support in phychological and practical aspects, it will help them to overcome the fears and pressure they may feel and allow them to have a more determind attitude toward inclusive education.
6. According to the results of questionnaire, teachers who are under 30 years old, with less than five years teaching experience, who graduated from the department of special education and who have related experience in inclusive education have a more determind attitude than other teachers.
In terms of the results of this study, it provides related suggestions and hopes that the findings contributed to the development of inclusive education.
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