The Survey of Excellent Special Education Teachers’ Opinion toward Special Education Qualification Assessment

• Main Authors: CHEN,YU-LING, 陳雨靈
• Other Authors: ZENG,SHI-JIE
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/53291159398127268781

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === The purpose of this study was to understand the excellent special education teachers’ opinion toward special education qualification assessment. Survey and interview methods were applied. The subjects were 51 excellent elementary special education teachers in the year of100 to 102. They were asked to fill in the Questionnaire “Survey of the Opinions toward special education qualification assessment-the assessments and consulting of special education student” and “Survey of the Opinions toward special education qualification assessment-the assessments of special education curriculum and teaching”. Total valid subjects are 96 out of 102. The data were analyzed by descriptive statistics, mean and standard deviation. Considering about the purposeful sampling, the researcher selected 28 teachers as the interviewees who thought it’s ineffective to do the assessments. The results were as follows: 1.Excellent Special Education Teachers think that it’s helpful to apply special education qualification assessment to test the competence of the special education teacher. 2.Excellent Special Education Teachers think t it’s unhelpful to apply special education qualification assessment to test the competence of the special education teachers. The reason is that the assessments are too academic, memorial, principled which is irrelevant to the practical situation. 3.The suggestion for Special Education Qualification Assessment is to reduce the memory questions and strengthen the link between the assessments and the classroom. On the other hand, it should be raise the proportion of open questions which are relative to the classroom. Finally, according to the research results, the suggestions were provided to school administrations, education authorities and the future research.