The teachers’ satisfaction toward personal assistance support provided to students with severe physical disabilities by disability support services in regular elementary classroom across New Taipei City

• Main Authors: Yung-Chi Huang, 黃永琦
• Other Authors: Ching-Yi Hung
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/19163851075766217207

碩士 === 國立東華大學 === 特殊教育學系 === 102 === The main purpose of this study is to explore the teachers’ satisfaction toward personal assistance support provided to students with severe physical disabilities by disability support services in regular elementary classroom across New Taipei City. A survey questionnaire “A Study on the teachers’ satisfaction toward personal assistance support provided to students with severe physical disabilities by disability support services in regular elementary classroom across New Taipei City” was used to collect data for this study, and the subjects were homeroom teachers. There were 141 valid questionnaires while 9 were invalid, and the effective response rate was 93.4%. The study applies questionnaire survey method to test the hypothesis by means of item analysis, mean, percentage and standard deviation. The he results were shown here below: This study finds a high teachers’ satisfaction toward personal assistance support provided to students with severe physical disabilities by disability support services. “Security care of physical disabilities” , “Provide physical disabilities with rehabilitation, displacement and assistive technology” and “Independent living for students with physical disabilities” provide a high influence for teachers’ satisfaction toward personal assistance support provided to students with severe physical disabilities by disability support services. Besides, for homeroom teachers with different background and environment factors, the homeroom teachers’ satisfaction toward personal assistances showed no definite difference. Furthermore, “Different gender of students”, “Different degree of physical disabilities” and “Physical disabilities students having different service time” showed no definite difference in the homeroom teachers’ satisfaction toward personal assistances. Based on the research conclusions, some concrete suggestions were made as references to the educational authority, the school administration, the homeroom teachers, and the correlated studies in the future.