| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === The purpose of this study was to discuss regular classroom teacher’s teaching disturbances in the implementation of inclusive education in New Taipei City elementary schools. Also, this study was to examine the influencing degree of teaching disturbances under background variables. The survey study’s samples were teachers who teaching in elementary schools’ regular classroom with exceptional students in New Taipei City. The researcher adopted the self-edited questionnaire “Regular Classroom Teachers’ Teaching Disturbances in the Implementation of Inclusive Education in New Taipei City’s Elementary Schools” as the research tool. 460 copies of questionnaire in total were sent out, while 414 valid copies of them were collected. The data was analyzed by statistical methods as mean, two-way ANOVA, independent-samples t-test and one-way ANOVA. Results were summarized as follows:
1. In general, the degree of teaching disturbances of the regular classroom teacher in the implementation of inclusive education in New Taipei City elementary schools showed “seldom”.
2. The degree of teaching disturbances in descending sequences was as below: “professional knowledge”and “curriculum, teaching and assessment” tied for first place, “classroom management” ranked second and “supporting system” the last.
3. Different “class size” and “the degree of student’s disabilities” on regular classroom teacher’s teaching disturbances in the implementation of inclusive education in New Taipei City elementary schools didn’t appeared interaction.
4. The variables of different teacher’s backgrounds to regular classroom teacher’s teaching disturbances in the implementation of inclusive education in New Taipei City elementary schools showed significant differences.
(1) As for the whole teaching disturbances: Teachers graduated from institutes and above had more teaching disturbances.
(2) As for each teaching disturbances:
a. In professional knowledge dimention: Teachers graduated from the department of special education had less teaching disturbances.
b. In classroom management dimention: Teachers graduated from institutes and above had more teaching disturbances.
Based on the above studying results, the researcher put forth some suggestions to educational organizations, each school organizations, teacher training organizations, elementary school regular classroom teacher and scholars.
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