| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 105 === The purpose of this study was designed to investigate the requirements and current status of collaborative consultation between regular classroom teachers and resource-room teachers in elementary schools. A survey containing questionnaires was used for collecting data. There were 243 ordinary class teachers and resource-room teachers in this study. There were 232 valid questionnaires. Valid Questionaire feedback rate is 97.5%. The data was analyzed by means of descriptive statistics, independent t-test, one-way ANOVA and Importance-Performance Analysis (IPA). Results of the study were as the following:
1. The requirements of collaborative consultation in curriculum teaching and assessment for regular classroom teachers who had taught for less than 5 years were significantly higher than resource-room teachers who had taught for over 16 years.
2. The requirements of collaborative consultation in assessment for regular classroom teachers who had multiple-disabled students in class were significantly higher than that of haveing single-disabled students in classroom.
3. Collaborative consultation between regular classroom teachers and resource-room teachers should be taken place at least once a week. The more frequently the teachers collaborate and interact, the higher frequency of demand and obtain .
4.The requirements for collaborative consultation in assessment between regular classroom teachers and resource-room teachers were the highest. Also obtained the highest status. The requirements for collaborative consultation in curriculum teaching between general education teachers and resource-room teachers were the lowest. To obtain the status of the lowest.
5. The requirements of collaborative consultation in assessment and adaptive behaviors among regular classroom teachers was significantly higher than obtain status.
6.“Teachers’ comprehension and accept ion towards students” in the collaborative consultation between regular classroom teachers and resource-room teachers was regarded as the first priority to improve.
According to the findings the study, suggestions to the education agencies, educational organizations, elementary general education teachers and further research were raised.
Key words: collaborative consultation, elementary regular classroom teachers, resource-room teachers
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