A Study on the Parents’ Needs for Parental Education and Parental Efficacy in Preschool Special Education Settings in Taiwan

• Main Authors: Liu Chia-Hsin, 劉嘉新
• Other Authors: 李乙明
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/69803777817461089458

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 97 === Abstract The purposes of this study were to investigate the needs of Taiwanese parents whose children are receiving self-supportive special education in public preschools in the twenty-three counties or cities in Taiwan. This study mainly focuses on investigating their needs for parental education and self-efficacy, and goes onto discussing whether the differences of their backgrounds would affect their judgements in answering “Questionnaire for the Needs of Parental Education” and “The Parental Efficacy Evaluation.” Finally, base on the statistic results of the two evaluations, this study shall discuss different needs for parental education in accordance to their self-efficacy as parents. The research tools of this study are the “Questionnaire for the Needs of Parental Education” and “The Parental Efficacy Evaluation” made by the investigator of this study. A sampling survey of 278 parents whose children are receiving preschool special education was called for data collection. After an analysis of the statistics, this study induces the following conclusions: 1. For many parents, the prior need for parental education is “Teaching of Knowledge & Skills.” 2. In the needs for group parental education section, most parents answered “Group Consultation;” while in individual parental education needs, “PTA Meetings” crowns the top. 3. About the preference for a PTA Meeting schedule, most parents prefer “midday on Saturday.” 4. In mapping the three vectors of a “Parental Efficacy Evaluation,” parents tend to score most in “Able to tell my child’s present emotions or physical condition,” “Able to adjust my timetable to the school’s schedule,” and “Facing my child’s disabilities with optimistic attitude.” 5. Parents coming from different socioeconomic backgrounds with children of various disabilities tend to show no significant differences in answering the three vectors of the “Parental Efficacy Evaluation.” 6. High- and low-scoring group parents in the “Questionnaire for the Needs of Parental Education” show significant differences in answering the five vectors: “Related Welfare and Resources,” “Healthcare & Recovery Medical Service,” “Schooling,” “Teaching of Knowledge & Skills” and “Self-adjustment,” and in the “Global Evaluation Form.”