| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === The purpose of this study is to explore the relationship between teachers’ attitudes toward inclusion and their role perception for the public elementary schools regular class teachers in Taipei City.
Survey research was conducted in this study. The subjects of valid questionnaires included 378 regular class teachers, representing 81% of the total distributed, randomly drawn from 141 public elementary schools in Taipei. The data obtained from questionnaire were analyzed by mean, standard deviation, t-test, one-way ANOVA, Pearson correlation, canonical correlation and stepwise multiple regression. The results of this study were as followings:
1.Teachers’ attitudes toward inclusion and role perception are above average among the elementary school regular class teachers.
2.Teachers’ attitudes toward inclusion shows no significant differences in the variables of elementary school regular class teachers’ backgrounds and schools except for religions and special education performances.
3.Teachers’ role perception shows no significant differences in the variables of elementary school regular class teachers’ backgrounds and schools.
4.There are remarkable positive correlation and canonical correlation between elementary school regular class teachers’ attitudes toward inclusion and role perception.
5.Findings show that attitudes toward inclusion can efficiently predict teacher’s role perception, and parent involvement is the most powerful predictor among all variables for teacher’s role perception.
Finally, several suggestions are given to the authorities of educational administration,teacher training institutions, elementary school administration, teachers and parents, and also given for further study.
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