A Study of The Learning Needs’ satisfaction for Children with Hearing Impairement by Preschool Teachers in Inclusive Education

• Main Authors: Ching Mao Chen, 陳慶錨
• Other Authors: L. J. Chen
• Format: Others
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/50688686555253387225

碩士 === 長庚大學 === 早期療育研究所 === 100 === This research aimed to explore perception level and satisfaction status about learning needs for the hearing impaired children surveyed by preschool teachers in the inclusive education.This study surveyed by self-edited questionnaires.The question- -naires were distributed to 200 preschool teachers in Taiwan, and 166 returned copies are valid.The statistics were processed through SPSS 17.0 and analyzed by descriptive statistics,Chi-square test,independent-sample T tests, and one-way ANOVA.The results were as follows: (1) Near 90% of the preschool teachers indicated that the children with hearing impairment required the education strategies to satisfied their learning needs in the inclusive environment. Nonetheless 21.7% of the teachers perceived the learning needs for hearing impaired children were “unsatisfied”. Especially reflected in the subscale of “The usage and maintenance for hearing assistive technology” , 37.3％ of them perceived as unsatisfied. (2) In the satisfaction level for “physical environment adjustment”, the teachers for children of mild hearing impairment was found superior than the teachers for children of mediate hearing impairment. In the satisfaction for “The usage and maintenance for hearing assistive technology”, teachers with master degree and upper were found superior than those with the technical college and high school or vocational school education degrees. Teachers of the public kindergarten were superior to teachers of daycare center. In the satisfaction for “teaching method and behavior counseling”, teachers over 50 years old were found better than those who between 30 and 39 years old. Teachers with more than 21 teaching years were better than those who with less than 6 teaching years. Teachers with over 1 year of teaching experience for hearing impaired children were better than those who were less than one year. (3) The teaching disturbance and supporting needs of the preschool teachers for hearing impaired children were explored via open-end questionnaires. The research found that teaching disturbance included noisy environment, too many kids, lack of administrative support, and lack of professional knowledge in both hearing aids and teaching aspects. The teachers expected to improve the teaching disturbance by related professional services, school administration and the parents and policy supports. According to the study results, suggestions were made as references to the educational administration, the school administration, the preschool teachers and correlated study in the future.