A Study on Work Difficulties of Preschool Self-Contained Special Education Class Teachers in Taoyuan City

• Main Authors: KU,CHIA-YI, 古佳宜
• Other Authors: 賴沅暉
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/5z6grk

碩士 === 開南大學 === 人文社會學院公共管理碩士在職專班 === 107 === The aim of this study was to explore the work difficulties faced by preschool self-contained special education class teachers in terms of curriculum and teaching, administrative work and teacher-parent-student relationship. The study adopted qualitative research using semi-structured interviews involving six preschool self-contained special education class teachers, two special education supervisors and two parents. The research conclusions are as follows: When designing the curriculum, in addition to the fact that there is currently no suitable teaching model that can be completely applied to preschool self-contained special education class, students’ great differences in individual abilities have made it even more difficult for teachers to combine the curriculum with their individualized education program. Teaching can be plagued by the lack of resources, such as manpower or facilities, and students' low learning motivation and unexpected situations due to emotional/behavior problems, can also affect teachers' teaching, resulting in expectancy gaps of the teachers towards their roles. In terms of administrative work, the difficulties lies in that teachers spend a lot of time on administrative work, yet there is no off-hour between educare services. Thus, teachers usually have to use their own spare time for administrative tasks. Such workload is further worsened by evaluation, identification and placement of gifted and disabled students tasks. A role conflict can also form when the teacher is required to leave the students for administrative work, not to mention the problems caused by unclear division of duties. Finally, parents' negative attitudes, over-expectations, and poor coordination can lead to frictions between teachers and parents, while the teacher-student relationship can also face the difficulties of students’ high frequency and intensity of emotional/behavior problems or their instability in performances. Based on the results of the study, specific suggestions are proposed for authorities relating to preschool special education, educators and teachers, and future researchers for reference.