| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 97 === Abstract
The purpose of this study is to research and understand the collaborative teaching by general and special education teachers in the preschool inclusive class of Kaohsiung City, how they work together and the strategies they employ when encountering difficulties. This study adopted the qualitative research approach. With the purpose of this study in mind, in-depth interviews with three special and two general education teachers in the preschool inclusive class (the objects of the study) were conducted. The major conclusions of this study were:
1. The collaborative teaching status carried out by teachers in the preschool inclusion class
The cooperation between both sides started before the school season . Both sides tried to find consensus for classroom management in three aspects such as: the understanding of the situation of special need childrens, building a common perspective on classroom management with the other teachers and developing lesson plans together , etc. so as to promote the cooperation between both sides. During the semester, both sides took consistent action in establishing class regulations, and discussed curriculum activity design; meanwhile, both sides took turn as the master teaching role to perform the teaching activity; when one person acted as the master teaching role, another teacher will stand aside to assist. In this study, it was also found that the special education teachers were all responsible for the design and implementation of individualized education program in the preschool inclusion class; moreover, during the holding of IEP meeting, general education teachers had low presence rate, but it can be seen that general education teachers were willing to try and participate. In addition, in the part of parent-teacher communication, the parents of special children tended to accept more the contact and communication made by special education teachers.
2. Dilemma encountered by teachers in preschool inclusion class during the carrying of collaborative teaching
The cooperation difficulties encountered by both sides are mainly the cooperative attitude difference between both sides and the lack of administrative support; it was found that both sides had the following cooperative attitude difference, for example, general and special education teachers did not think that they were of “the same group”, general education teachers thought that special need children were not their children, over-diversifying tasks and duties, general education teachers lack of expertise in special education, diverse teaching predominating cognition of each teachers, insufficient program planning discussion time, and the cooperation difficulties were thus generated. In addition, lack of administrative support also can cause cooperative difficulties, for instance: shortages in manpower and inability to share the resources.
3. The solution and strategy used by the teachers of preschool inclusion class in facing cooperative difficulties
Two teachers of different expertise should self-adjusting cooperative attitudes, for example, acknowledging and accepting each other (students or teachers), realizing the fact that they are all in one group, helping each other, promoting active learning and effectively communicating; by doing so, the cooperation between both sides will be enhanced. In addition, with the understanding and good use of support from parent and support in the administrative aspect, the cooperation will be assisted too.
In conclusion, specific suggestions were provided for the educators presently working in the preschool inclusive class, school administrative management units,educational administrative management units, and future related researches according to the results of the above study.
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