| Summary: | 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 is to investigate the needs and difficulties for the regular school teachers to implement inclusion in the special education support service for students with disabilities in Taipei county.
The research objects were ninety-four (94) regular school teachers. Questionnaire survey was applied in this study. The study took the support service of assessment, teaching, administration and the social resources as the main foci.
The conclusions of this study are as follows:
1.The regular school teachers were eager to receive the support service needs of assessment, teaching, administration and the social resources on educating students with disabilities.
2. The regular school teachers with different teaching period of service were earnest to the support service needs of assessment, teaching, administration and the social resources because the variabilities of the above needs had not reached the level of significance in statistics.
3. The regular school teachers with different administrative period of service craved for the support service needs of assessment, teaching, administration and the social resources because the variabilities of the above needs had not reached the level of significance in statistics except 3 items of the social resources.
4. The regular school teachers with different school scales yearned for the support service needs of assessment, teaching, administration and the social resources because the variabilities of the above needs had not reached the level of significance in statistics.
5.The main difficulty for the regular school teachers on support service needs of assessment was "lacking the integrated assessment standard". The provided suggestion was "developing the completed assessment standard".
6.The main difficulty for the regular school teachers on support service needs of teaching was "the curricula of regular classes are too difficult to students with disabilities ". The provided suggestion was "planning the curricula elastically for students with disabilities".
7.The main difficulty for the regular school teachers on support service needs of administration was "the schools have not reduced the class size according to the students’ disabilities ". The provided suggestion was " the schools really need to reduce the class size based on the disabled level of students with disabilities".
8.The main difficulty for the regular school teachers on support service needs of social resources was "unable to obtain the clear information of social resources ". The provided suggestion was "the administration needed to widely guide the information of social resources".
Based on the study outcomes, some concrete suggestions were made as references for the teachers, the school administration, and the educational authority and correlated study in the future.
Keywords：Regular school teachers, Inclusion, Students with disabilities, Special education support service
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