| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育系所 === 105 === This study mainly discussed the needs of supportive services and actual acquisition status for regular classroom teachers in Junior High School who teach students with intelligent disabilities in Yunlin County. Using the questionnaire survey, we investigate Regular Classroom teachers of Junior High School in Yunlin County who have students with Intelligent Disabilities in their classrooms, in order to understand the degree of the supportive needs and acquisition of Regular Classroom teachers in "Teaching and Evaluation", "Administrative Support" and "Human Support ", and to explore the differences between teachers with different backgrounds. The findings of this study are:
1.The supportive needs and acquisition of Regular Classroom teachers in Junior High School to teach students with Intelligent Disabilities are "close to high" level. The overall degree of need is greater than the degree of acquisition.
2.The degree of supportive needs for Regular Classroom teachers in Junior High School to teach students with Intelligent Disabilities from high to low are "Administrative Support", "Human Support", and "Teaching and Evaluation".
3.The degree of supportive acquisition for Regular Classroom teachers in Junior High School to teach students with Intelligent Disabilities from high to low are "Teaching and Evaluation”, “ Administrative Support", and "Human Support".
4.The degree of teachers' human supportive needs is significantly greater than the degree of acquisition.
5.The teaching and evaluation needs of 7th grade mentors are higher than 9th grade mentors.
6.The degree of administrative support received by mentors in the field of Language and Mathematics is significantly higher than in the field of society.
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