| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === The purposes of this study were to investigate the involvement of special education diagnosticians on assessing students with special needs ,problems they encountered ,and their needs on professional growth.
The participants were 159 special education diagnosticians teaching elementary and middle school in Taichung city.A self-developed questionnaire was used in this study .Data were analyzed by using Descriptive statistics, t-test,one-way ANOVA and Pearson’s product-moment correlation. The major findings were as follows:
1.The most and least frequently involved assessment activities by special education diagnosticians were “ implementing of Wechsler Intelligence Scale for Children-Third Edition（WISC-Ⅲ）” and “assessing studesnts with physical disabilities”.
2.The participation in assessment which was judged by the special education diagnosticians would significantly differ from “gender” , “ the teaching stage background ” , “the type of the teaching class” and “ the seniorities of diagnostician”.
3.There were no significant differences among special education diagnosticians on problems encountered while engaging in assessing students with special needs.
4.The extent to diagnosticians’ professional growth needs might be significantly differ from “the type of the teaching class” , and “ the area of assessment ”.
5. There were significant negative correlation among the participation and the difficulties in assessment；There were significant negative correlation among the participation and some needs of the professional knowledge in assessment；there were apparent positive correlation between the difficulties and the needs of the professional knowledge in assessment.
Based on the findings, recommend ideas for future practice and resently were discussed.
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