A Study of Assessment Accommodations for Students with Disabilities from Survey of Special Education Administrators of Elementary Schools

• Main Authors: Chia-Chen, Chen, 陳佳珍
• Other Authors: Advisor : Jung-Chao Hung, Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/76930906170646395124

碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 100 === The main purpose of this study was to investigate the current status, attitude of assessment accommodations by special education administrators, and to understand the relationships between administrators’ demographic variables and the difficulties they practiced the assessment accommodations, and to understand their opinions of practice assessment accommodations on students with disabilities. In order to carry out this study, a “The Attitude toward Using Assessment Accommodations by Special Education Administrators Questionnaire” was deliberately and accordingly designed. A total number of 481 questionnaires were distributed toward the present special education administrators in Taiwan. The valid questionnaires are 390 and the valid rate is 81.08%. The answered questionnaires have been further analyzed by their average medium, percentage, t-test, one-way ANOVA. The following conclusions are obtained: 1. Over 80% schools practice assessment accommodations on students with disabilities. 2. The major way of deciding to use assessment accommodations was “to discuss and decide in the IEP’s conference”. 3. The major subjects to practice assessment accommodations was Chinese / Mathematics and the subjects need to practice assessment accommodations. 4. The major person who provides the service of assessment accommodations was the resource room teachers. 5. Nearly half of the schools established regulations of using assessment accommodations. 6. Most special education administrators were holding a supportive and positive attitude toward the implement of assessment accommodation. And attitude was differed by posts and whether there were special classes in school. 7. Special education administrators of elementary schools expect that education bureau is able to institutionalize the assessment accommodations and provide supporting force they need. Based upon the above-mentioned research conclusions, some suggestions were hereby proposed to education bureau, school administrators, regular class teachers and special education teachers, and further research.