| Summary: | 碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 103 === The purpose of this study is to investigate the needs andsatisfactions of preschool educators on inclusive education support services provided in Taitung County, and to the compare the difference of needs and satisfaction of preschool educators with different backgrounds. The method of the research is questionnaire survey, and here inclusive education services are divided into three categories: “Assessment Support Service”, “Teaching Support Service,” and “Administrative Support Service.” The research objects are the preschool educators whose classeshave been placed with students of disabilities, and are serviced by itinerant teachers of special education in Taitung County in 103rd school year. The effective samples are 185 copies; the data is analyzed with Frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and Scheffé method.
The major findings are as below:
1.The overall degree of the needs of preschool educators for inclusive education support services is between “partly needed” and “absolutely needed”. The priorities of the needs in sequence are “assessment support service,” “teaching support service,” and “administrative support service.”
2.The overall degree of satisfactions of preschool educators for inclusive education support services is between “very satisfied” and “completely satisfied”. The priorities of satisfactions in sequence are “assessment support service,” “teaching support service,” and “administrative support service.
3.There is a significant difference between “needs for current situation” and “the needs that are practically and satisfactorily met.” This means that the demand for services is high but the satisfaction is not equally enough, which makes a gap between needs and satisfactions.
4.According to the analysis of background variables, there is a significant difference on the service needs of preschool educators among different “gender”, teaching in different “sizes of preschool”, and “teaching experiences in inclusive education.” However, “Gender” and teaching in “different administrative districts” present significant difference while the other variables do not.
5.According to the analysis of different background variable, there is a significant differences in preschool educators “with or without inclusive educational experience” and teaching in different “administrative districts.” There is no significant differences for the rest of the variables
Based on the above findings, several suggestions are proposed by the researcher to the educational related authorities for further studies.
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