| Summary: | 碩士 === 臺北市立教育大學 === 特殊教育學系身心障礙教育教學碩士學位班(夜) === 101 === The purpose of this study was to investigate the situation of indirect services provided by resource room teachers at elementary schools in Tao-Yuan County, to explore the difficulties of the implementation of indirect services, and to make recommendations for improvement. The self-designed questionnaire named “Questionnaire of the indirect services provided by resource room teachers at elementary schools in Tao-Yuan” as the research tool. By means of census, 214 resource room teachers at elementary schools in Tao-Yuan County in total were investigated targets, 174 questionnaires were returned and effective, the methods of data analysis included frequency distribution, percentage, mean, and one-way ANOVA. The main findings were as follows:
1. The extent of the implementation of indirect services provided by resource room teachers was the medium degree in the overall scale. As for each dimension, the special education advisory, the integration of resources, promoting the knowledge and ability of special education scored from the highest to lowest sequentially.
2. In all indirect services, “using multiple channels to provide parents professional consultation” was the highest degree of implementation, and the lowest was “to assist the regular class teachers or parents to link the civil society or social welfare organizations”.
3. There was no significant distinction in the extent of providing indirect services due to background variables of special education teacher, such as “professional education background”, “resource room teachers’ teaching years in resource rooms”, “numbers of resource classes”, “the number of students served in resource room”, and “different number of consulting in school timetable”.
4. There were significant differences in the extent of providing indirect services of the resource room teachers of different age.
5. “Regular class teachers or parents barely understood the resource class” was the major difficulties for resource room teachers to provide indirect services.
6. Resource room teachers hoped to “reduce or to simplify the resource room written information”, to facilitate providing indirect services.
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