| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 95 === Abstract
The aim of the study is to examine the demand of special education school teachers for
getting involved in collaboration and capabilities required, and how background variables affect the demand for getting involved in collaboration and capabilities required, and to analyze the relationship between the demand for getting involved in collaboration and capabilities required. Based on rating scales filled out by 252 special education teachers in Taiwan, the study shows findings as follows:
1. There is high level of demand of special education school teachers for getting involved in collaboration with the aspect of “relationship and skill” scoring the highest.
2. Service seniority, education, qualifications, and stage in the teaching career have a significant affect on the demand for getting involved in collaboration; only subjects taught has no significant influence on the demand for getting involved in collaboration.
3. There is a medium level of requirement for capabilities required for special education teachers to get involved in collaboration. The dimension that scores the highest is “outcome evaluation”.
4. Education, qualifications, service seniority, and stage in the teaching career do not have a significant affect on the capabilities required for getting involved in collaboration.
5. All aspects and dimensions of special education teachers and collaboration are positively related to one another.
6. “Coordination of service” and “relationship and skill” have the highest positive influence on each other, while “interpersonal communication” and “relationship and skill” have the second highest.
Keywords: special education school teacher, demand, capabilities required
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