A Study of Children’s Acceptance Toward Peers with Special Needs and Comparisons of Differences in Teaching

• Main Authors: Chen,Yi-Jiun, 陳怡均
• Other Authors: Chu Szu-Yin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/44426851426973915543

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 104 === The purpose of this study was to investigate typically-developing children’s peer acceptance toward young children with special need, and to evaluate the teaching strategies and activities adopted by classroom teachers to improve the acceptance of young children with special needs. Participants aged 4-6 years old typically-developing children and classroom teachers attended inclusive classrooms in Taipei public kindergartens were recruited for this study. The self-made tools, “peer acceptance situational questionnaire with pictures for young children with special needs” and “questionnaires of teaching profile of teachers”, were used for this study. The reliable and valid research questionnaires were distributed to 180 children and 14 to teachers in total; 153 complete questionnaires returned and yield the overall response rate 85%. The research data were analyzed through descriptive statistics techniques such as frequency distribution, statistical analysis by means of one-way analysis of variance (one-way ANOVA) and independent sample t-test; the study concludes as followed: 1. The peer acceptance toward young children with special needs was between “neutral” to “active”. This shows that young children inclined to be positively active toward young children with special needs. 2. The significant difference has found among attitudes in “disability categories” of young children with special needs, but there was no significant different attitudes among young children with different background variables (gender, age, interacting experiences). 3. Twelve teachers in this study reported that they had adopted in-class activities or teaching strategies for promoting peer acceptance toward young children with special needs. 4. Although there have no significant differences among teachers’ implementation of various in-class activities, results showed that 66.7% of teachers believed that such implementation is “helpful” in improving acceptance toward peers with special needs. 5. Although there have no significant differences among teachers’ implementation of various teaching strategies, results showed that 58.3% of teachers believed that such implementation is “helpful” in improving acceptance toward peers with special needs.