| Summary: | 碩士 === 國立新竹教育大學 === 數理研究所(數學組) === 101 === Abstract
Base on the standard normalized multi-point scoring order theory and item response, theory the purpose of this study is to explore the special education teachers，priorities in some subtopics of special education ,such as "professionalism", "programme arrangement", "classroom management", "external support" . Researchers used the results of the survey provided by Cai Feng Lin (2011) and it was a questionnaire with content validity and reliability of the test. The nine study samples were a total of 88 special education teachers from some public schools in Taiwan, 2010.
According to the results of data analysis, the main findings are as follows:
I. In part of "relevant functions", the capacity of integration education is independent of other relevant factors, the sample teacher gave the highest priority to the ability of identification. Ⅱ. In the part of "Curriculum and Instruction", most teachers were in agreement with following teaching schedule, the preparation of teaching materials and designing activities, "special students Advantage" on the student's strengths should be capable of assessment as the IEP amount based on priority. Ⅲ. Due to personal issues involved the "continual or dangerous the situations" should take priority over other factors and be handled immediately. Ⅳ. In the part of "Administrative assistance to special education", following standard operating procedures to handle the problems of special students, however, in the part of "School Accessible Environment" to providing special aids is high on the list of priorities.
Keywords: item response theory, the standard multi-point scoring normalized order theory, special education teachers, special education
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