| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩博士班 === 105 === This study aims to investigate the discrepancies between the support services models for preschool itinerant teachers in New Taipei City and Tainan City under different administrative support systems. The purpose of this paper is twofold: 1) To understand the discrepancies between the two cities in terms of the consulting services provided by preschool itinerant teachers for regular teaching personnel upon beginning school; and 2) To investigate the discrepancies between the operations of the overall support systems for preschool itinerant service within the administrative support systems of these two cities.
This study places equal emphasis on quality and quantity. We utilized the self-administered "New Taipei City and Tainan City Preschool Itinerant Teachers' Support Services Comparison Research Survey," as well as semi-structured interviews of a total of seven relevant staff members of the itinerant special education centers in both cities. The survey focused on the preschool itinerant teachers in the two cities and included sections on "Methods of Itinerant Services," "Details Regarding Support Services," as well as the overall "Support System." Within these were included single- and multiple-answer multiple-choice questions, as well as evaluations of five areas: overall support, course and teaching support, parent-teacher interactions, administrative support, and support systems. We received 109 valid survey responses, and used techniques such as mean, standard deviation, t-test, and one-way analysis of variance to analyze the data. As well, we conducted a comprehensive analysis of the interview data to understand the effects of the support systems in the two cities and the discrepancies between their developments. From our analysis of the data and analysis, we came to the following conclusions.
Due to differences in the environment, systems, and implementation, directly affecting the provision of preschool itinerant teachers' support, there exist discrepancies in terms of direct and indirect service and frequency, the basis and circumstances of IEP drafts, IEP evaluations and frequency, etc. There exist notable discrepancies in the areas of academic programs and teaching assistance, as well as on some finer points.The itinerant services models in both cities have the following similarities: 1) The itinerant models are derived from time and surroundings; 2) The Education Bureau provides background support; 3) The unvarying goal is to build professional knowledge and skills; 4) There exist complications regarding substitute teachers, newly hired teachers, and transferred teachers; and 5) There is emphasis on building cooperative relations between itinerant teachers and teaching support staff. In addition, factors such as organizational structure, funding, labor, and resources affect the implementation of the itinerant services models. Specifically, the following factors are worthy of consideration: 1) The availability of sufficient administrative staff and funds; 2) The degree to which regular and special education are linked; 3) The decision-making process of the administrative support system; 4) The emphasis on cooperation with relevant professionals; and 5) The degree of independence and systematization of the itinerant administration team. Determining the role and implementing role release of itinerant early childhood education teachers, delineating the substance and degree of assistance, and the cooperative relationship with teaching support staff are all affected by these factors.
Finally, based on the results of this study, we give some suggestions for education authorities, the special education resource centers in each city, itinerant early childhood education teachers, and future research.
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