The Needs and the Current Status of the Elementary School Itinerant Services of Special Education in Central Taiwan

• Main Authors: PEI-YI CHEN, 陳佩誼
• Other Authors: JUNG-CHAO HUNG
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/3zsmjn

碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 103 === The purpose of this study was to investigate the needs and the current status of the elementary school itinerant services of special education in central Taiwan. This study was to compare the differences of elementary school special education teachers under different circumstances. The author created a survey, “The survey of the needs and the current status of the elementary school itinerant services of special education teacher in central Taiwan.” The participants in this study were the elementary school special education teachers who provide itinerant services in central Taiwan. The database utilized stratified sampling. In total, 180 surveys were given out while 140 surveys were collected. The valid sample rate was 77.78 percent. The valid sample surveys were analyzed through descriptive statistics , student's test, ANOVA and Scheffe method. The discovery was as follows: In the current work status dimension, the highest score goes to: “Doing administrative works for more than two hours per week,” “Offering parents applicable special education information and consultancy,” and “Attend course related special education workshop more than twice per semester .” Among teaching, administration and professional development dimensions, the highest demands were “The school that teachers were employed with should offer related teaching materials, and have sufficient budget for buying related teaching materials” “The related supervisors should offer the itinerant services teachers providers competent financial resources, such as traveling compensation, insurance ... ...etc.” “ The competent authority should offer general school teachers and school administrators enough special education workshops.” According to the different background variant analysis, the conclusion was listed as below: 1. Different background variants (Ex. Gender, region, multi-school districts, the numbers of students, deficiency categories) were not significantly different. 2. Different service distance was significantly different on the needs of teaching aspect and administration.