| Summary: | 碩士 === 國立臺中教育大學 === 早期療育研究所 === 99 === Abstract
The purpose of this study is to explore the state of identification, the role perception, and the difficulties for early childhood teachers who implement early intervention service. By the questionnaire, the state of early childhood teachers who implement early intervention service in Penghu could be understood. There are 140 specific samples, and the returned rate is 97%. The data was analyzed by frequencies, percentages, t-test, and one way ANOVA, Pearson correlation, Chi-Square test. The following conclusions were reached:
1.The identification and role perception of preschool teachers in Penghu County who
implement early intervention service have high level.
2.For preschool teachers in Penghu County, the identification level of writing an IEP
(Individualized Education Program) is low.
3.For the preschool teachers in Penghu County who work in different
types, there is a significant difference in the level of identification. The level of
identification from high to low is ”private nursery , ”public Kindergarten” ,” public
(township) nursery”.
4.The identification level of the preschool teachers in Penghu County was superior to the
role perception, especially “the role of childhood developmental screening” and “the
role of writing childhood IEP (Individualized Education Program)” which respectively
belong to the two areas of “discovering and screening”,”cures nurtures and service”.
5.The identification level of the preschool teachers is positivelyrelated to the role
perception in Penghu County.
6.Due to the different ages, childhood educational qualifications,special educational
contexts, working types, experiences of teaching children with developmental delay,
holding the post of other duties(including administrative personnel, the leader of
preschool caregivers group, teaching support) of the preschool teachers in Penghu
County, the data presents a significant difference level in role perception.
7.In Penghu County, the percentage of preschool teachers who have difficulty in
implementing early intervention service is high.
8.The top three difficulties that the preschool teachers who implement early intervention
service in Penghu County encountered are as following：”routine childhood
developmental screening”,”providing early intervention service for children and their
family that have needs”, ”perceiving (or discovering) children with developmental
delay in class.
9.In Penghu County, preschool teachers who find”the communication with professionals
(therapist ,social workers, parents) to understand the develop- mental status of
children” is the least difficult item, but there is also more than half against.
10.In Penghu County, preschool teachers who implement early intervention service have
difficulties, and the two main reasons are parents’passive attitude, disagreement and
their self-conscious of lacking professional knowledge.
11.Only few of preschool teachers in Penghu County who implement early intervention
service regard traffic inconvenient or the lack of funds as the factor which makes it
hard to carry out.
Relevant suggestions were proposed to the government authorities and peoples that show consideration for early intervention service in Penghu County, this is a reference material for implementation plan and implement in the future.
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