| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 107 === This study is to explore the teaching problems and problem-solving strategies faced by regular classroom teachers who have implemented inclusive education at their Kindergartens, in Taichung city.
A survey was conducted using a questionnaire devised specifically for this study; 338 teachers from regular classrooms which have teachers stationed on-site to take care of students with special needs in Taichung kindergartens were surveyed. 302 valid questionnaires were collected. Data analyses include descriptive statistics, one-way ANOVA, Scheffé test, and Pearson correlation. Our main findings are listed as follows:
1. Our results show a medium-high level of teaching problems for all aspects when implementing inclusive education. Teaching strategy, class management, parent-teacher activity show medium-high level of teaching problems, while difficulties in course design and Internet support are at medium-low level.
2. Our findings indicate a medium-high level of making good uses in solving strategy. All aspects for solving strategy, from high to low level, are teaching strategy, parent-teacher activity, class management, course design, and Internet support, respectively.
3. Among individual background, age is a significant variable as far as overall teaching problem is concerned. Statistical significances were found on age to class management,on levels of education to course design, on education background to class management, on seniority to class management, and on class taught to teaching strategy.
4. Among individual background, teachers’ levels of education and seniority are significant variables as far as utilizing overall problem-solving strategy is concerned. Statistical significances were found on age to class management, on seniority to teaching strategy, and on seniority to class management.
5. The implementation of inclusive education for regular classroom teachers at public kindergartens in Taichung is slightly negatively correlated between teaching problems and teaching strategies.
To conclude, this study provides practical suggestions, based on analyses, for educational administrators, teacher education agents, school administrators, preschool educators, and future researchers.
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