The Degree of Satisfaction and the Cooperation Between Special Education Teachers and disciplinary Teams in Hualien Elementary Schools

• Main Authors: Yu-Hsien Lin, 林育賢
• Other Authors: Yung-Chen Huang
• Format: Others
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/03631311054273121484

碩士 === 國立東華大學 === 特殊教育學系 === 103 === The purpose of this essay focuses on two subjects: the degree of satisfaction and the cooperation demand from special- education teachers to society organizations or teams support with such related skills. Quantitying the degree of satisfaction is based on three aspects; that is, the related administrative support, a series participating process in planning on individual student education, treatment involvement and the time of involvement. The method of this research is by means of mainly on quantitative approach complemented by the qualitative one. This investigation topic is “The degree of satisfaction and the cooperation demands from special-education teachers to skilled organizations in Hualien-County elementary schools”, which is through the researcher self-made interview outlines and questionnaires. The subjects this statistical study are seventy five special education teachers in Hualien area. The findings of this essay is comprised of two parts. Firstly, using the Statistical approach includes the average score, t test verification, one-way analysis of variance (One-Way ANOVA), and Scheffe’ Test as the post statistical processed. Secondly, collecting the information from semi-structured interview among eighteen teachers is the second way as the statistical inference. It is found that: Firstly, the degree of satisfaction is medium-high level. The ranking of dimensions from high to low is as follows: the process of skilled organizations treatment, the process of those participating in planning on individual education, the degree of how teachers get the support from related administration department, followed by the time of their involvement. Secondly, the degree of disciplinary aiding on the teachers is at high level. The ranking of dimensions list in priority is as followings: the period of the skilled team personnel involvement, the process of treatment in individual education, the process of their participating in planning on that, and the degree of getting supports from related administration. Thirdly, Hualien area elementary school special education teacher and professional team satisfaction, the study found ︰ 1）Cooperation held various official positions in the Hualien area elementary school special education teacher and a professional team satisfaction on "the process of a professional team who treated" in dimension scores have significant differences, post hoc analysis found that "self-contained special education average class teachers group significantly higher than the "itinerant teachers groups. 2）Informal held various positions of the Hualien area elementary school special education teacher and professional teamwork shows significant level of satisfaction on the whole, the presence and the post hoc analysis found that "self-contained special education teachers" group is significantly higher than the average "itinerant teachers" groups. 3）Different patterns of the Hualien area to teach elementary school special education teacher and professional teamwork satisfaction at the "administrative support situation", "to participate in the individual education plan" "treatmen process" and " the time involved in the case of " four orientations exist significant differences in the overall score. The post hoc analysis found that the average number of "self-contained special education" group were significantly higher than that, "itinerant teachers" group, the "team of professionals to obtain the relevant administrative support situation "and the whole, the average number of " resource class "group were significantly higher than that," itinerant teachers" group. 4）The scale of the different schools in the Hualien area elementary school special education teacher and professional satisfaction teamwork "course of professional treatment team members' dimension shows the significant level. Post hoc analysis found that "the process of a professional team who treated" "13-24 Class" is significantly higher than the group average "7-12 Class" group. Fourthly, in terms of the cooperation demand from special education teachers to skilled society organizations supporting, there is no significant difference at all expert theirselves individual background including gender, age, service seniority, the degree of the education, job title, the way of teaching and the size- scale of the school. The final is the results from interview on four aspects summarized as below. 1）Administrative supporting: The interviewees posed positive affirmations on the county administration support. But they hope the process of application on the training aids can be more simplified. Additionally, more demand on the high-tech training aid is also emerging. For the on-campus administration support, special education teachers hope to have more time to communicate well with the involved therapists. 2）Participating in planning on individual education: interviewees recognized Skilled team with professional performance including easily getting into the situation through the discussion with interviewees regarding the individual children urgent need, and giving appropriate suggestions and advice to assist in dealing with the problems of students facing as well as give teachers immediately support. In terms of demand, schools still need the skilled team to offer more professional guidance and instructions in a periodic IEP conference. 3）Treatment process: The interviewees remark the skilled teams support is very efficient and their opinion is in practice. In other words, the treatment process can aim at the students’ requirements, and capable to give professional advice depending on student himself current capability. But the majority of schools require skilled teams with more service time and further professional taking-care. In the long run, interviewees ultimately hope is through the direct support on students. 4）Treatment involved time: The interviewees give a highly satisfaction on skilled teams on-time support, and they can harmony with the schools working time. Taking into consideration on resource demanding, the more time and frequency of skilled team engagements are needed, and further lessen the therapist liquidity in order to make the treatment more coherent is also the interviewees requested. The results of this research can be as a reference or index for government and school related education administration departments, special- education teachers and skilled teams to do study in the future. Keywords: Elementary School Special Education Teacher, Disciplinary Team, The Degree of Satisfaction, The Demand of Cooperation.