Research on the Teaching Strategy and Support Needs of Taipei City Elementary School Teachers on Regular Classes with Attention Deficit Hyperactivity Disorder(ADHD) students

• Main Authors: Shih-Ying Wu, 吳詩盈
• Other Authors: Yu-Hsiung Cheng
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/97001513163037100005

碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 104 === The purpose of this study was to understand the teaching strategies and supports that taipei city elementary school teachers on regular classes need in teaching Attention Deficit Hyperactivity Disorder(ADHD) students. The target was taipei city elementary school teachers, who have ADHD children placed in their classes. The effective sample were 184 and the questionnaire survey obtained material after the number of times assignment, the percentsge, the mean value, the t-test, the single factor variance analysis and the Scheffé method carried on the analyzes the comparison afterward. According to the results of this study, there are some findings as bellow: 1. Seven teaching strategies of ADHD students to the elementary school teachers on regular classes in Taipei City was between the use and the often use. 2. Assessment supports, teaching supports, and administrative support of ADHD students to the elementary school teachers on regular classes in Taipei City was between the need and the urgent need. 3. There were significant difference in different gender of regular class teachers, on “providing professional team to assist general parents to resolve the concerns of inclusive education”. There were significant difference in different teaching experience of regular class teachers, on “providing diversity assessment to ADHD students”, “need a professional team to help teachers deal with ADHD students’education problem”.There were significant difference whether regular class teachers that have special education qualification, on “providing the physical and psychological characteristics of ADHD students”, “providing adaptive teaching aid and assistive device to ADHD students”, “giving flexible teaching time to regular class teachers”, “providing professional team to assist general parents to resolve the concerns of inclusive education”. The finding of this research can be served as refernce for education administrative sections, school administrative sectors and teachers for future researches related with this study.