| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 96 === The purpose of this study was to explore how school administrators supported teachers, students, and their parents for inclusion at those elementary schools awardeds as best special education practices in Yunlin county.By interviewing and collecting realated data, the researcher of this study summarized the following the major findings.
1. Inclusion related tasks
The interviewed schools used different strategies to finish their inclusion related tasks, including how they arranged students with special needs into regualar class, how the special education committee worked, etc. The school administrators’ competency of special education and their positive attitude toward teachers brought significatnt outcomes for inclusion.
2. Supports to teachers
The school asministors offered teachers a lot of good supports. For example, they had special education teachers assist general education teachers in planning and teaching students with special needs, and in dealing with students’ problem behaviors as well. Besides, they also arranged assistants and volunteers in class to help teachers.
3. Supports to students
There were two types of supports to students. One was having impressive activities to build easy automosphere for students with special needs on campus. The other was offering extra trainging, service, and resource to students with special needs.
4. Supprts to students’ parents
All too often, students’ parents had limited time to participate school’s activities. The school administrators, however, still try many ways to supports studnets’ parents, including monthly brochure, phone consultation, and meetings for exchanging information that parents need, etc.
|
|---|
