| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === The aim of this research is to investigate the status and difficulties of curricular adaptations for students with disabilities by elementary regular classroom teachers in Taipei city.
The curricular adaptations is divided into four aspects: learning content adaptations, learning process adaptations, learning environment adaptations and learning assessment adaptations.
The researcher adopted questionnaires as data collection method. Subjects are elementary regular classroom teachers in Taipei city. 300 questionnaires were sampled and the valid ones were 276 copies. The effective collection rate is 92%. Those collected data were analyzed by frequency, percentage, mean, standard deviation, t-test, one-way ANOVA. Several important research findings are summarized as follows:
1. Elementary regular classroom teachers in Taipei city are high performance in the actual implementation of curricular adaptations. Sorting the performance of these four aspects from high to low are learning process adaptations, learning assessment adaptations, learning content adaptations and learning environment adaptations.
2. Elementary regular classroom teachers in Taipei city are encountering normal difficulties in the actual implementation of curricular adaptations. Sorting the difficulties of these four aspects from high to low are learning process adaptations, learning content adaptations, learning environment adaptations and learning assessment adaptations.
3. There are no difference in regular classroom teacher’s performance in the actual implementation of curricular adaptations among different backgrounds (including gender, age, teaching experience, professional background of special education and regular classroom teacher’s performance among thought about students with disabilities).But there are differences in handicapped types of students with disabilities, attitude about students with disabilities and curricular adaptations needs about students with disabilities.
4. There is no difference in regular classroom teacher’s difficulty in the actual implementation of curricular adaptations among different backgrounds (including gender, age, teaching experience and professional background of special education).But there are differences in regular classroom teacher’s difficulty among handicapped types of students with disabilities, thought about students with disabilities, attitude about students with disabilities and curricular adaptations needs about students with disabilities.
5. The result of the study provides variously concrete suggestions to educational agencies, schools, teachers in regular classroom and resource classroom and future study.
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