A Study on the Challenged Regular Classroom Teachers Face in Teaching Disability Students in Compulsory Education

• Main Authors: LU I-MING, 呂翊鳴
• Other Authors: 賴翠媛
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/72587396458315110924

碩士 === 國立彰化師範大學 === 特殊教育系所 === 103 === The purposes of this study were aimed to investigate the current situation on Penghu elementary and junior high school teachers’ teaching disability students disturbances in regular classrooms. Also, it was designed to explore the differences in teaching disturbances due to different backgrounds and variables of these regular teachers. Questionnaires were distributed to 253 teachers from Penghu. Descriptive statistics, one-way ANOVA, and t-test were applied to analyze the data. This study reached the following conclusions: 1. The disturbances of the Penghu elementary and junior high school teachers’ teaching disability students entire disturbances tend to be low. 2. The degree of the teaching challenged ranks from high to low: ” teaching curricula” ,” teaching assessment” ,”classroom management” ,” professional knowledge “ ,”supporting system”. The design of ” teaching curricula” is what perplexes the regular teachers most. 3. The performance of regular teachers’ teaching disturbances did not vary to much in terms of genders, educational backgrounds, job positions, teaching experiences. 4. There were significant differences in the ”teaching assessment” disturbances among teachers at teaching. The teachers having been for teaching more than 21 possessed greater perplexity than those with less than 5 years. 5. There were significant differences in the ”teaching curricula” , ”teaching assessment” and ”all scale” disturbances among teachers at different signs. The elementary schools regular teachers had greater disturbances than the junior high schools teachers. 6. There were significant differences in the ”all scale” disturbances among teachers with different qualifications. The teachers without special education credits had greater disturbances than the teachers with special education credits. According to the results, several suggestions were provided for the educational administration and related elementary and junior high school teachers, as well as for further research in this field.