Study on the Present Situations of Teacher-Parent Partnerships in Special Education Schools

• Main Author: 葉志偉
• Other Authors: 楊梅芝
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/w9h9hp

碩士 === 國立彰化師範大學 === 特殊教育學系 === 107 === Study on the Present Situations of Teacher-Parent Partnerships in Special Education Schools Abstract The purpose of this study was to investigate the present situations of teacher-parent partnerships in special education schools. A survey method was utilized. The research participants were from the vocational high shool department at special education schools, as mentors. A self-designed questionnaire was used, entitled “the present situations of teacher-parent partnerships in special education schools”, for the present study. A total of 170 mail surveys were sent with 159 valid questionnaires returned. The data was analyzed using descriptive statistics, independent-samples t-test, one-way ANOVA, and repeated measurement ANOVA. The results were summarized as follows: 1.The present situations of teacher-parent partnerships in special education schools tends to be smooth. 2.There are significant differences in the status of parent-teacher communication,parental involvement and parental education. The degree of parent-teacher communication is greater than that of parental involvement. The degree of communication between parent-teacher communication is greater than that of parental education. 3. The most commonly used methods for parent-teacher communication are the " contact book", followed in order by "telephone" and "communication software". The least use of the parent-teacher communication is "email", followed in order by "parent teacher association" and "meeting". 4. The most common way for parents to participate is in the "school activities", followed in order by "school meetings" and "career transition". The least common way for parents to participate is to "as volunteers", followed in order by "assisted teaching" and "providing resources". 5. The parental education that parents need most is the "social welfare", followed in order by" discipline skills". The minimum required parenting education is "school administration ", followed in order by "regulatory policy". 6. Background variables such as "age", "educational ", " seniority ", "whether parents with disabilities " and "school size" may affect the the present situations of teacher-parent partnerships in special education schools. Keywords: Teacher-Parent Partnerships, Parent-Teacher Communication,Parental Involvement, Parental Education, Special Education School