Preschool Teacher's Perspectives and Attitudes Toward Children with Special Needs in Taiwan

• Main Authors: HSIEH LAN CHIH, 謝藍芝
• Other Authors: 李乙明
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/34546188766997060681

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 94 === The purpose of this study was to explore preschool teacher’s perspectives and attitudes toward children with special needs. 436 teachers of regular and special classes participated in this study. The “Questionnaires for Acceptance of Children with Special Needs by Preschool Teachers” designed by the researcher was used to collect the data. In addition, a structured interview was also used to gather qualitative information for complementing the results gained from the questionnaires. The t-test and One-Way ANOVA were used to analyze the data collected from the questionnaires. In general, it was found that preschool teachers were willing to accept children with special needs. However, their attitudes differed in terms of behavioral inclination, perspectives and affection. Among them, behavioral inclination and perspectives were more positive and active, while the affection was more negative. For the acceptance degree on aspect of affection, teachers were more negative toward the questions of “ I am willing to accept severely disabled or handicapped children mainstreamed in my class.” And “ I think that to mainstream a 3-year-old children with special needs in my class is suitable and reasonable.” In addition, it was found that the factors of ages, special education background , classes type, seniority of teaching experiences and service background influenced teachers’ perspective and attitudes toward children with special needs. However, it was also found that education levels and education background did not affect teachers’ perspective and attitudes toward children with special needs. Finally, based on the results found in this research, some concrete recommendations were provided to teacher education and cultivation institutes, educational administration agencies and preschool teachers. It was hoped that the findings and suggestions could enhance the quality of education for children with special needs.