| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 93 === The purpose of this study was to investigate the implementation of the resource room at Kaohsiung municipal elementary schools. Through investigating current status and analyzing problems, to find out some strategies for solving the problems.
The samples of this study were 20 persons. They were administrators, teachers, and parents from 28 elementary schools which had resource rooms. The method of data collecting included quantitative and qualitative ways. “The evaluation grading scale of the non-categorical resource rooms” was used as a quantitative way to collect the data of current status and problems, and then the 20 samples were individually interviewed as the qualitative way to collect data of strategies for solving problems.
Results were summarized as follow:
1.About the implementation：
Most school administrators respect special education teachers professionalism, but they did not put the resource room affairs into the annul school plans.
The percentage of special education students who were from cultural adversity areas are higher than that of students with special needs.
The percentage of qualified special education teachers was improved, but these were still had some unqualified special education teachers.
Regular education teachers did not understand special education, so they could not help students to learn effectively.
The teaching hours and IEP design could met the regulations of special education, but the individual guidance hours were too much.
Most teachers edited and made teaching materials, but the classroom arrangement skills needed to be improved.
Most schools set up the regulations for mainstreaming, but they did not implement them accordingly.
Most parents felt positive on teaching effect, but teachers and parents lacked two-way communication, most were one-way.
The special education funds were spent only on special education affairs, but the spending lists were not clear and specific.
2.About strategies for solving the problems:
Administrators and teachers should work together to provide specific plans as the reference for the annul school plans.
School should set up educational priority areas to solve the problem of too many cultural adversity students in resource rooms.
Schools should increase the percentage of qualified special education teachers to 100％.
Schools should combine the related resources to provide guidance for the special education students, and let the regular education teachers understand students’ learning situation at the resource rooms.
Schools should enrich the special education books at the resource rooms.
The main purpose of resource room arrangement should be made for special education students’ learning.
Schools should implement the mainstreaming plans accordingly.
The guidance reports for the special education students should be written clearly and should include the whole process and the strategies which teachers ever used.
The parents-teachers communication model should be interactive.
Schools should have equipment using lists, from them school administrators can find out if the expenditure of money on the equipment is suitable or not.
Finally , suggestions were raised for administors and teachers.
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