Regular Teachers’ Professional Knowledge of Special Education and Teaching Disturbance after Implementing Inclusion Education on the Students with Learning Disabilities

• Main Authors: Hsiao-Yi Yang, 楊孝誼
• Other Authors: Ta-Yen Wang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/97250838065101069102

碩士 === 明道大學 === 課程與教學研究所 === 98 === The purpose of this research was to investigate the relationship between regular teachers’ professional knowledge of special education and teaching disturbance. Participants were 327 regular teachers who involved in implementing inclusion education on the students with learning disabilities. A self-developed questionnaire, “Questionnaire of the Degree of Professional Knowledge and Disturbance of Regular Teacher about Implementing Inclusion Education on the Students with Learning Disabilities” was used to collect data. Descriptive statistics, Pearson product-moment correlation, t-test, one-way ANOVA, Scheffe's test, and Stepwise multiple regression were used to process and analyze the collected the data. The results are summarized as follows: 1. Regular teachers were lack of professional knowledge, with the lowest emphasis on ”Classroom Management and Environment Planning”, and the highest emphasis on ”Administrative Support and Parenting Education”. 2. The teaching disturbance of Regular Teachers was in over-average degree. ”Curriculum and Instruction” was the most perplexing for teachers, following “Classroom Management”. “Administrative Support”. 3. The professional knowledge of regular teachers possess varied according to individual background variants. 4. The teaching disturbance of regular teachers possess varied according to individual background variants. 5. The teaching disturbance of regular teachers possess varied according to professional knowledge variants. 6. Regular teacher’s background variants and professional knowledge variants could predict effectively teaching disturbance. ”The whole professional knowledge of special education” was the most predictable among each variant. Base on the finding, improving the regular teachers’ professional knowledge was recommended as an effective way to reduce their teaching disturbance.