| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士在職專班 === 105 === A questionnaire survey was the primary research method employed in the present study to investigate New Taipei City public preschool educare givers’ degree of comprehension towards knowledge pertaining to early intervention services. A total of 410 questionnaires were distributed, and 342 valid questionnaires were recovered, translating to an effective response rate of 83.4%. The acquired information was inputted into an SPSS software package, and statistical methods such as descriptive analysis, an independent sample t-test, and one-way analysis of variance (ANOVA) were employed. The results of the present study are compiled as follows:
1.Public preschool educare givers exhibit a moderate to high degree of comprehension towards knowledge pertaining to early intervention services. The variables, in a descending order of comprehension, were “Content of early intervention services,” “early intervention measures of public preschools in New Taipei City,” and “laws governing early intervention.”
2.Public preschool educare givers’ comprehension towards The Special Education Law surpasses that of The Protection of Children and Youths Welfare and Rights Act.
3.“Discovery and notification” scored the highest among public preschool educare givers’ degree of comprehension towards the content of early intervention services, followed by
“intervention services” and “team evaluation.”
4.“Discovery and notification” scored the highest among public preschool educare givers’ degree of comprehension towards early intervention measures of public preschools in New Taipei City, followed by “intervention services.”
5.The influence of public preschool educare givers’ professional qualification on comprehension of laws governing early intervention achieved statistical significance.
6.The influence of e public preschool educare givers’ background in special education and experience in teaching disabled children (including children with developmental delays) on comprehension of the content of early intervention services achieved statistical significance.
7.The influence of public preschool educare givers’ professional qualifications, background in special education, and experience in teaching disabled children (including children with developmental delays) on comprehension towards early intervention measures of public preschools in New Taipei City achieved statistical significance.
Based on the conclusion of the present study, the researcher proposes recommendations targeted towards four groups: governing education authorities, educare giver training institutions, educare givers, and future studies.
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