A Study on Attitudes and Needs of Special Education Teachers Toward the New Curriculum Guide of Special Education in Special Class of Vocational High Schools

• Main Authors: Ya-Ling Chen, 鄭雅玲
• Other Authors: Hsiao-Ping Yu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/05862959367427732435

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 102 === The purposes of the study were to investigate the attitudes and needs toward the new curriculum guide of special education revised for the students with special needs among the special education teachers in senior high schools, and to further analyze their difficulties. The self-designed questionnaire was used to survey on 276 special education teachers in senior high schools. The researcher received 243 valid copies, with the response and returning rate of 88%. Then we dealt with the questionnaires in statistical ways, including Mean, Standard Deviation, T-test, one-way ANOVA. In data collection, the responses to the questionnaire were analyzed quantitatively and qualitatively. Based on the data analyses, the findings of the study were summarized as follows: 1. The level of special education teacher’s attitude toward the new curriculum guide of special education was acceptable. 2. Special education teacher’s needs with the new curriculum guide of special education were above the average. 3. There were significant differences in the variables of age, years of teaching experience, current position, trial implementation and workshops on special education with the special education teacher’s attitude toward the new curriculum guide of special education. 4. There were significant differences in the variables of age, years of teaching experience, second specialty and workshops on special education with the special education teacher’s needs toward the new curriculum guide of special education. 5. Special education teachers considered that there had difficulties toward the new curriculum guide of special education as follows: a. Implementation procedure of the new curriculum guide of special education was unclear; expert and scholar had different views on the new curriculum guide; lacked support from administrative units, teachers in general and parents; funding and equipment were insufficient. b. Special education teachers didn’t understand the new curriculum guide; special education teachers considered their professional competence was inadequate; special education teachers who were overloaded with work. c. Technical subject lacked materials; it was difficult to self-designed curriculum; huge gap existed in student's ability. So it was difficult to implement the new curriculum guide. According to the conclusions, this study proposed some suggestions to the educational authorities, teacher training institutions, schools, special education teachers, and future researchers.