The Study of Teachers and Parents’ Participation in The Twelve-Year Educational Placement Plan in Self-Contained Mentally Retarded Classes of Junior High Schools

• Main Author: 黃恒萱
• Other Authors: 吳訓生
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/03489243165267854288

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 97 === The purpose of this study was to realize the teachers and parents’ participation in the Twelve-Year Educational Placement Plan（12-Years EPP）in self-contained mentally retarded classes of junior high schools. Further, to analyze the difference between teachers’service and parents’ need. This study used two questionnaires, one of which was administered to 144 special educators and the other to 141 parents in ninth grade. The data was analyzed by t-test and one-way ANOVA. The results of this study were as follows: 1. The teachers’ service in 12-Years EPP were active, from the highest to the lowest, were data transferring and tracking, curriculum arrangement, entering layout, and the information giving. 2. The parents’ need in 12-Years EPP were positive , from the highest to the lowest, were the information need, the need of entering layout , and curriculum arrangement. 3. There was no significant difference among the service in 12-Years EPPSD for those teachers with different special educational profession, work years, and job. 4. There was no significant difference among the need in 12-Years EPPSD for those parents with different relationship, children gender, levels of severity of disabilities, level of education,and choice of school. 5. Teachers’ service approximately conform to parents’ need. Teachers can improve service in information giving and entering layout. Finally, base on the research results, researcher provided recommendations for educational institution, schools and teachers, parents, and researchers of continuous studies.