| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === A Study of Changhua County Special Educational Diagnosticians Participate Special Educational Student Identification Status and Requirements
TSUNG-JU WU
Abstract
The puropse of the study were to investigate the special educational diagnosticians who work in identifying the status of students requiring special education and the support they need. The participants of the study were the special educational diagnosticians in Changhua County. A total of 234 qualify professionals were sampled. The research of this study used a questionnaire developed by the author titled “Questionnaire of the special educational diagnosticians participate special educational identification status and requirements”. The research data was analyzed by Deacriptive statistics ,t-test, one-wat ANOVA, and Pearson’s correlation analysis.
The conclusion and discussion are presented as below:
1.Among the special educational diagnosticians participate special educational identification status. “data-collecting and test” was the most coincidence Dimensions, and “Organization and training” was the less coincidence one.
2.Among the special educational diagnosticians participate special educational identification requirements. the most coincidence one was “Organization and training”,the less coincidence one was “data-collecting and test”.
3.Different “age” will cause significant difference in special educational identification status judged by the special educational diagnosticians.
4.Different “seniorities of psychological assessment” and different “training durations” of the special education diagnosticians will cause significant difference in the identification of student support requirements.
5. The special education evaluators’ qualifications and knowledge of providing assessments: most are not familiar with the characteristics, identification criterion, identification procedure of emotional/behavioral disorder students. Most are not familiar with the “medical care and medication” and “identification of relevant laws ”in the basic knowledge of assessment. Most are not familiar with “Significance of test scores”in the basic knowledge of testing. Most are not familiar with the “emotional/behavioral assessment”when using test. Most didn't have the Implementation of the qualifications to implement ADHD students adapt / behavioral assessment.
6.Between identification of special education students’ status and their support requirements, the whole four dimensions all have significant negative correlations.
Key Words: special educational diagnosticians; special educational student identification
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