國民小學特殊教育課程大綱實施現況與困境之研究

• Main Author: 簡君茹
• Other Authors: 孔淑萱
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/69905337651746740188

碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 103 === The study aimed to understand the current situation and predicament of the Newly Revised Curriculum Guidelines for students with special needs in elementary schools. The research method of the study was self-designed questionnaire, “The Questionnaire of the current situation and predicament of the Newly Revised Curriculum Guidelines for students with special needs , ” with a survey from 760 teachers in the Special Education for the disabled and 652 valid questionnaires were reponsed, with the valid reponse rate of 85％. The attained data were processed frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, and Scheffe' test. The conclusions of the study were summarized as follows: 1. The varieties of different special education teachers' backgrounds to the current situation and predicament showed partly differences. 2. The overall level of the current situation from special education teachers in elementary schools were most partially understood. The teachers with better special education backgrounds were significantly higher than the other special education teachers in the fundamental knowledge degree. The teachers of special education class were significantly higher than the other special education teachers in curriculum practice degree. The teachers with more accumulated credits from Curriculum Guidelines perfoemed better. 3. The overall level of the predicament to adjusted curriculum from special education teachers in elementary schools were most partially understood. The teachers with better special education backgrounds were significantly higher than the other special education teachers in learning content. The resource room teachers of disabilities perfoemed better in curriculum adjustments of current sitution. The teachers of northern region perfoemed better in learning environment. 4. The degree about the predicament of Newly Revised Curriculum Guidelines for students with special needs ranks high to low : “fundamental knowledge,” “ curriculum practice,” and “ professional knowledge.” The teachers with better special education backgrounds and the teachers of northern region perfoemed better. Based on the conclusions, there some suggestions for educational administration authorities, school administration, teacher training, and researchers in the future.