A Study of the Implementation of Inclusive Education in Elementary Schools in Central Taiwan

• Main Author: 王郁翔
• Other Authors: YEH, Ching Yun
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/82105672405389749890

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === A Study of the Implementation of Inclusive Education in Elementary Schools in Central Taiwan Abstract The purposes of this study were to investigate current scenario of inclusive education in elementary schools of central Taiwan and to examine the influences of the inclusive classroom teachers' personal backgrounds on the implementation of inclusive education. The inclusive classroom teachers as the respondents were from Taichung city, Changhua county, and Nantou county. The instrument employed in this study was a self-designed questionnaire. There were 200 valid questionnaires collected. Three respondents were chosen to be interviewed to further understand the current scenario of inclusive education in the elementary schools. The major findings of this study were summarized as follows: Firstly, the moderate level was found in the respondents’ reaction to the quality of inclusive education in the elementary schools. Of the five dimensions, the psychological aspect was with the highest rating, while the physical aspect was with the lower rating. Secondly, the inclusive classroom teachers’ teaching experiences had little impact on the implementation of inclusive education. Thirdly, the inclusive classroom teachers' age had little influence on the implementation of inclusive education. Fourthly, the instructional policy did not affect the inclusive classroom teachers' reaction to the implementation of inclusive education. Finally, based on the results of this study, several suggestions were proposed for the policy decision-makers, school administrators, and inclusive classroom teachers.