| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 101 === The objectives of this study were: (1) to understand the current
implementation of the Elementary School Special Education Promotion
Committees in Central Taiwan (ESSEPCCT). (2) to analyze the attitude of
ESSEPCCT members of different backgrounds. (3) to investigate how their
backgrounds influence on the ESSEPCCT.
Data of this study were collected from 500 questionnaires, in which 437 copies or
87% were retrieved.
1. The current implementation status of ESSEPCCT: In central Taiwan, 98%
elementary schools have their School Special Education Committee with official
documentation. Meetings occur 2 to 3 times. Only half of the schools under
investigation will record the attendance times and offer the meeting information to the
committee members.
2. The purpose of the School Special Education Promotion Committees: The meetings
focused on placement and consulting for adjusting and replacement, and the
procedure to apply for services as a potential case. The second emphasis of the
meetings was the evaluation of the special education annual plan and the evaluation of
the support system to students in special education. Less attention was given to
curriculum and evaluation of the students in special education.
3. The attitudes of the members of the School Special Education Promotion
Committee: for members who gave over the average point 3 on the scale, their gender,
origin city and school scales did not show a significant difference of attitude.
However, different occupations, ages, professional knowledge of special education
showed a significant difference of the attitudes of members involved in the committee.
The attitude scores of principals, special education administrators and teachers, as
well as consulting directors were higher than content teachers and parent
representatives; the senior members’ were higher than junior ones; and the member of
no special education background showed the lowest points.
4. In the cognitive domain, the committee members did not believe the special
education committee functioned at its highest potential. In the affective domain, the
members confirmed that the school special education committee should exist and they
were currently willing to participate in the implementation of an effective program. In
the behavior domain, the committee’s attitudes seemed to follow the decisions of the
committee meetings, but they did not collect information by themselves nor actively
understood the effectiveness of the committee meetings.
5. The reasons which influenced the school special education committee: The most
crucial factors were: (1) insufficient professional knowledge of special education of
committee members (2) members were unclear of the committee’s roles and
functions.
6. Suggestions to improve the function of the committee by members: (1) Manage
meetings with concrete purposes (2) Make laws to strengthen members’ authority (3)
Observations made by the Ministry of Education (3) The decisions of the committee
meetings should keep content teachers informed (4) Create laws which appropriately
distribute special education teachers and content teachers proportionately (5) Increase
the number of committee members with a special education background.
Keywords: special education promoyion committee, attitude
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