The Research of Itinerant Teacher Services for Inclusion Education in Early Childhood

• Main Author: 陳享連
• Other Authors: 鐘梅菁
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/15744137143539939387

碩士 === 國立新竹教育大學 === 人資處幼稚園教師教學碩士班 === 98 === The study was to discover the situations of assistance for inclusion class by itinerant teachers. There were four purposes of this study. First, we wanted to realize how itinerant teachers helped preschool inclusion classes. The second purpose was to analysis the content of assistance for preschool inclusion setting. Third, we tried to find out the difficulties of itinerant teaching for inclusion class in early childhood. Finally, we concluded the importance of what the itinerant teaching offered and the possibility for the further study. The data were collected by questionnaires, there were 176 questionnaires delivered and the effective reclaim rate was 88.6% (156 valued questionnaires). The results of study revealed: (1) Itinerant teaching based on class observation to offer two kinds of services: direct and indirect. The direct intervention was individual teaching. The indirect service was mostly to provide professional advices in a collaborative way. The periodic and non-periodic duration of the itinerant teaching both depends on children’s needs.(2) The itinerant teaching service for the inclusion class in the early childhood included the assessment, teaching, and administration. The frequency of itinerant teaching service was intermediate high. The itinerant service supplied to asses children with special need, give preschool teacher guidance of IEP and to integrate suggestions of members in IEP meeting.(3) The torment degree of itinerant teaching service for inclusion class in the early childhood was intermediate low. The problems included provide different assessments of development, complete IEP in one month, and help the preschool to apply for education allowance.(4) The degree of need for itinerant teaching was intermediate high. The supports included professional collaboration, the regular schedule to discuss teaching problems, and improve preschool teachers’ professional ability of special education. Finally, the result of this study can offer suggestions for county education authority, preschools, itinerant teachers and the further studies. Key words: itinerant teacher, itinerant service, inclusion education in early childhood