The Study on Administrative Supports of Executing Inclusive Education at Junior High School Level in Kaohsiung City and County

• Main Authors: Wang mete, 王銘得
• Other Authors: 鈕文英
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/76803589156831323215

碩士 === 國立高雄師範大學 === 特殊教育學系 === 93 === The Study on Administrative Supports of Executing Inclusive Education at Junior High School Level in Kaohsiung City and County Abstract The main point of this survey was to probe relative researches in administrative supports of executing inclusive education of junior high schools in Kaohsiung City and County. The difference between requisitions and acquisitions on administrative supports of regular class teachers and the difference between acquisition of regular class teachers and administrative supports provided by school administrators to make a reference to education-related institutions. The result of this survey was comprised of a survey of sixty-nine schools in the Kaohsiung City and County area in which two administrative members of executing inclusive education as well as two class teachers who teached inclusive classroom were polled with twenty-eight questions relating to inclusive education in year 92. The twenty-eight items could be separated into four categories: (1) teaching and course; (2) assistance and consultation; (3) resources within and out of school; (4) family education. These four directions could lead us to realize the current situation of the administrative supports provided by administrators and the current situation of the requisitions and acquisitions of administrative supports for class teachers. Furthermore, we have delivered 284 questionaires with a return rate of 100%; 276 were found effective (95.8%). We had conclusions described with statistics and t test as follows: Class teacher performance has reached the mean value in the areas of (1) teaching and course; (2) assistance and consultation; (3) resources in and out of school; (4) family education. The rank of the requisitions of class teachers in administrative supports was assistance and consultation, teaching and course, family education, resources in and out of school. The acquisitions of class teachers from the four categories of the school administrative supports performed below the mean value, indicating the supports of these four categories was not enough. The acquisitions of administrative supports to class teachers was ranked as family education, assistance and consultation, resources in and out of school, teaching and course. About the administrators to the four categories of providing administrative supports, bath assistance and consultation and family education performed above the mean value. While teaching and course and resources in and out of school ware below the mean value. The four directions of administrative supports ware ranked as assistance and consultation, family education, resources in and out of school, teaching and course. The differences between the requisitions and the acquisitions of the direction of administrative supports to the class teachers both them have reached significant level. If we ranked the” t value” the more serious difference was prior. we ranked: teaching and course, resources in and out of school, assistance and consultation, family education. There was difference between the current situation of administrative supports provided by school administrators and the current situation of acquisitions obtained by class teachers. Both four directions of administrative supports have reached significant level. If we ranked the” t value”, the more serious difference was prior. we ranked: assistance and consultation, resources in and out of school, family education, teaching and course. According to the conclusion, researchers can propose a practical suggestion to the chief of the educational institution, administrative unit, and class teachers to extend in the inclusive education. Key word: inclusive education, administrative supports.