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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31270

    Title: 國小特教教師教學支援需求調查之研究
    Other Titles: A study on the needs of teaching support of special education teachers in elementary schools
    Authors: 陳瑋晟;Chen, Wei-cheng
    Contributors: 淡江大學教育科技學系碩士在職專班
    高熏芳;Kao, Hsun-fung
    Keywords: 教學支援;特殊教育;需求評估;teaching support;special education;needs assessment
    Date: 2007
    Issue Date: 2010-01-11 00:28:32 (UTC+8)
    Abstract: 本研究以教學支援的觀點來探究國小特教教師教學支援的需求,目的在於瞭解現今國小特教教師教學支援的內涵項目及需求程度,並探討不同背景變項的國小特教教師其需求差異為何。
    The purpose of this study is to investigate special education teachers’ needs on teaching support. It also analyzes their different background variations and the demand diversities. The research subjects are 311 elementary teachers. The questionnaire has 31 items, including teacher’s background information and four aspects of supporting needs: diagnosis and assessment, teaching design and practice, teaching environment and equipment, and teaching evaluation.

    The results of the survey reveal that teachers need more supports on teaching design and practice. Supports regarding to the aspect of teaching evaluation is regarded as the lowest priority for teachers. In the 31 items, presenting the prevention of students’ abnormality behavior and to involve the strategy is considered as the highest need for the support. The lowest item is diagnosis for setting up the administer process. Furthermore, from the background variations of the teachers, teaching region and school size are significant factors. Nevertheless, the gender, years of teaching, class, professional background, and position are insignificant factors.

    This research made following suggestions for providing teaching supports for special education teachers in elementary schools: 1. To design a variety of classifications in diagnosis list for special children, including transition procedure which help teachers understand the whole process and self-evaluated. 2. The office of education director may refer to special education teachers’ professional standard and teaching criterion in foreign countries and set up principles for domestic special teachers. 3. Cooperating with private organizations to be transfer center.s which will assist teachers’ teaching support. 4. To examine teaching supports regularly and readjust support items and related services.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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