| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 102 === A study on Elementary resource room teachers implementing the field of Special Needs Programs of the Newly Revised Curriculum Guidelines
in the Middle Area of Taiwan
The study aimed to understand the status about the Field of Special Needs Programs of the Newly Revised Curriculum Guidelines in elementary schools’ resource room in the Middle Area of Taiwan. In addition, analyze the differences of current status and of the Special Needs Programs implementation relating to different background of resource room teachers.
The instruments used in this study included self-designed questionnaires which was named "The questionnaire of the Field of Special Needs Programs for the elementary non-categorical disabilities resource room". Participants included elementary school resource room teachers in the Middle Area of Taiwan.There were 282 valid questionnaires. The data were analyzed statistically throughout descriptive statistics, t-test, and one-way ANOVA.
The main results were summarized as follows:
1、The number of students in resource classes up to an amount of about 21-30 people; Individualized Education Plan (IEP) management more than the number of cases
in the 6-15 people; eighty percent of the schools have the resources to assist Priority Scheduling classes.
2、The special needs of the curriculum in the field of "social skills", "learning strategies" and "communication training" the most numerous.
3、Students in the class barriers of many types of resources focused on "mental retardation" and "learning disabilities" students; collaborative staff common areas
for special needs programs and more to "independent teaching" and "Another resource teachers" based.
4、Mainly due course arrange for special needs in the field "meet the needs of students"; textbook source to "design their own teaching materials" and "access to
available materials from the Internet," the largest number; types most commonly used materials are showing evenly distributed, can be widely use of different
teaching media.
5、Resource room teachers'"special education background"variables in" professional knowledge of teachers'" level of significant differences, and the remaining
variables did not.
6、"Resource Scheduling priority whether classes" in "School administrative resources" to achieve a significant difference in the level of resources, and the
remaining variables did not.
Based on the results and conclusions, the researcher hope that can gave some suggestions for special education teachers teach Field of Special Needs Programs in the future.
Keyword：elementary schools’ resource room、
newly revised curriculum guidelines of the special education、
field of special needs programs
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