Teachers’ Supervision to Paraprofessionals for Children with Special Needs at Inclusive Classes of Kindergarten in New Taipei City

• Main Authors: Li-Chen Tseng, 曾麗禎
• Other Authors: Lie-Yueh Cheng
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/87752092408492026951

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 100 === The purpose of this study was to explore teachers’ supervision to paraprofessionals for children with special needs at inclusive classes of kindergarten in New Taipei City. The questionnaire was applied to investigate the teachers at inclusive classes of kindergarten in New Taipei City. There were 311 teachers participated in this study. The conclusions and findings were as follows: 1. The supervision strategies for the teachers at inclusive classes of kindergarten in New Taipei City, the highest supervision strategies was the "Collaborative Style",the second was "Directive Style", the last was "Nondirective Style". 2. The situation of teachers’ supervision to paraprofessionals for children with special needs at inclusive classes of kindergarten in New Taipei City were as follows: (1) Supervision the duties to paraprofessionals: the highest was “assisting teachers to counsel young children’s life ", followed by" assisting teachers to maintain young children’s safe, " assisting teachers in teaching young children", " assisting teachers in administration"," assisting teachers in the assessment of young children" ,and " assisting teachers to contact parents. (2) Assessing the effectiveness of the work of paraprofessionals: the highest was " assessing the effectiveness of the work of the paraprofessionals at any time", followed by " assessing the effectiveness of the work of the paraprofessionals in the end of each academic year ". 3. Comparing with different background variations of teachers (teaching experience, experience of inclusive education, the professional background of special education), there were no statistical significant difference in the supervision of the paraprofessionals. The results of this study to made recommendations for the teachers at inclusive classes of kindergarten, educational administrators and other relevant personnel as a reference in supervision of the paraprofessionals.