Pingtung Kindergarten Teachers’ Attitudes toward the Implementation of Inclusive Education and Need of Professional Perception

• Main Authors: May-Yu Chen, 陳美玉
• Other Authors: Cheng Yu-Hsiung
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/58gjch

碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 99 === The study was explored discusses on professional knowledge for inclusion within early childhood teachers working in Pingtung County.This research uses surveys and a Shu-Ju Huang “Survey for Measuring that Amount of Professional Knowledge Teachers of Early Childhood Inclusive Education Possess” as a research tool; 408 teachers working at public kindergartens embedded within elementary or private kindergartens in Pingtung County were set as research subjects. 337 effective samples were collected with a survey recycle rate of 82.6%. We conducted frequency distribution, percentage, average, standard deviation, one-way ANOVA, Scheffé's method, Pearson product-moment correlation . The following were the research results: 1. Teachers of early childhood inclusive education think that it is important to possess professional knowledge, this category displayed is importance. 2. Teachers of early childhood inclusive education with different background variants displayed major differences. 3. Teachers of early childhood inclusive education all agree teachers need professional knowledge. 4. In regard to teachers of early childhood inclusive education with different background variants and the need for professional knowledge, we discovered those that taught kindergarten different teaching areas more professional knowledge than those that have family support and cooperation significantly different;with or without Special education relative qualifications whole should have the professional knowledge and curriculum design and teaching strategies significantly. 5. Different background variables pre-school teacher in their professional knowledge demand different. Kindergarten teachers with or without administrative work in whole professional knowledge and all side different. with or without Special education relative qualifications whole should have the professional knowledge and curriculum design and teaching strategies significantly. 6. The professional knowledge the teacher possessed and the need for professional knowledge displayed positive correlation. We gave suggestions to early education administrative institutions, teachers of kindergarten inclusive education, future researchers to serve as reference according to the results of this research.