A study of the regular education teachers' apprehension and practice toward promoting the self-determination performances for elementary school students with disabilities

• Main Authors: Shu-Ru Hu, 胡淑茹
• Other Authors: Tsui-Hua Lu, Ph. D
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/19713885406083424031

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 99 === Abstract The main purpose of this study was to investigate the regular education teachers’ apprehension and practice toward promoting the self-determination performances for elementary school students with disabilities. Specifically, the study was to analyze relationship between the teachers’ apprehension and their practice. Survey research was conducted in this study, and the population was the regular education teachers in public elementary school at 22 counties in Taiwan. This data were collected by self-developed questionnaire, and the 477 valid samples were gathered. The questionnaire data were analyzed by mean, standard deviation, t-test, one-way ANOVA, Scheffé Post Hoc, Pearson correlation and stepwise multiple regression by operating SPSS 12.0 for Windows software package. The results of this study were summarized as follows: 1. The regular education teachers’ apprehension toward promoting the self- determination performances for elementary school students with disabilities was above average, and the teachers’ practice was in a positive degree. 2. The teachers’ apprehension showed significant differences in these background variables such as marriage status and level of education, but showed no differences in gender, age, expertise special education, the experience of counseling the students with disabilities. 3. The teachers’ practice shows no significant differences in any teachers’ background variables such as gender, age, marriage status, level of education, expertise of special education. 4. There are positive correlation significantly between the teachers’ apprehension and practice. 5. Findings showed that the teachers’ apprehension could efficiently predict the teachers’ practice, especially in the dimensions of family activities and class activities.