| Summary: | 碩士 === 南華大學 === 國際事務與企業學系公共政策研究碩士班 === 103 === The research aims at realizing that from the angles of executing policy to discuss the situation of executing the Newly Revised Curriculum Guidelines for Special Eduction, and that realizing the difficulties which teachers will face while executing the Newly Revised Curriculum Guidelines. The research bases on qualitative research, using analyzing doucuments and deep interviewing. The author took the teachers in the junior high school special educaiton classes in Taichung City for the interviewees, choosing eight people who are homeroom teachers, designated teachers and the teachers who are also administrative staffs for example and interview them one after another. The results of the research are as below:
I.The conditions of policy itself
1.Owing to the Policy’s plan not-circumspect and hasty implementation, although conception of goodness, it is difficult to achieve the goal.
2.The policy did not provide adequate resources for the teachers and the related special education advanced studies can not effectively enhance their professional knowledge and ability.
II.Characteristics of policy issues
1.It is not easy for the special education teachers to use the teaching theories and technology they know to adjust the competence indicators.
2.Inter-individual differences between students and lack of manpower can not fully meet special needs of the students.
III.Other conditions than the policy itself
1.Policy makers failed to communicate effectively with the teachers, the teachers’ recognition for the policy’s contents is fuzzy.
2.Some teachers and parents questioned the policy.
3.No consensus opinions between the experts and scholars.
4.Special education teachers joining the Curriculum Development Committee is in favor of the implementation and integration of inter-organizational communication.
5.Media coverage increased the parents and teachers’ suspicion.
IV.The status of implementation issues
1.The Competence indicators are too abstract, it is difficult to adjustment the indicators to the individualized education plan teaching goals .
2.The special education teachers are not familiar with the general education curriculum, their professional ablilities of teaching too many fields are shortage.
3.There are too many subjects to teach for the special education teachers. It is hard for them to select the contents and also hard for the teaching plans. And that makes the teachers heavy workload.
4.Manpower is insufficient to meet the individual needs of students.
5.The students’ cognitive curriculum learning makes poor learning outcomes, the policy is no real help for the students.
6.Lack of counseling or reference samples.
Finally, according to the results of this research, the author offered the suggestions for the government education administrators, school, specail education teachers and researchers in the future.
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