A Survey of Kindergarten Teachers’ Needs and Satisfactions of Special Education Interdisciplinary Teams Service

• Main Authors: CHEN, CHIA-CHUN, 陳佳均
• Other Authors: LU, TSUI-HWA
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/96v73m

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 107 === The purpose of this study was to investigate kindergarten teachers’ needs and satisfactions of special education interdisciplinary team services in Taipei, New Taipei, Yilan, Keelung City and analyzing variables between various background situations. Subjects were 467 kindergarten teachers of Taipei, New Taipei, Yilan and Keelung City. This study use self-designed questionnaire as survey method. The consequences were as following: 1.About 10% therapist carry out thearapy sessions in class, more than 30% therapist pulling out students from class during thearapy session, and more than 35% therapist implementing sessions both in class and pulling out.About 70% teacher will discuss with therapists during or after children receiving treatment session. About 65% teacher feels thearapy sessions were inadequate. About 80% teacher having good partnership with interdisciplinary teams. 2.The needs of interdisciplinary expert service were above 3 points in all items, which indicate highly requirements and the satisfactions of interdisciplinary expert service were about 2 to 3 points, which achieving median satisfaction. 3.There were no significant differences among teachers’ educational status, teachers’ seniority status and special education backgrounds in needs.There is a negative correlation between needs and adequacy in Occupational(p<.01), Speech therapy(p<.05). Besides, there is also a positive correlation between needs and working experiences in Occupational(p<.05) and Speech therapy(p<.05). 4.There were no significant differences among teachers’ educational status and teachers’ seniority status in satisfactions but in special education backgrounds.Those who obtain a Teacher’s Certificate in preschools would have less satisfactions than who obtain a Teacher’s Certificate both in preschools and special education schools (programs) and who obtain a Teacher’s Certificate in special education schools (programs) which achieving significant level(p<.05). Besides, there is a positive correlation between satisfactions and adequacy and working experience in three kind of therapy(p<.01). 5.There is no significant correlation between needs and satisfactions in three therapy.