The Relationship Between Learning Outcomes of the Third Grade Regular Class Students with Disabilities in elementary schools and Regular Class Teacher’s Professional Competency of Special Education: Using the Data from Special Needs Education Longitudinal Study

• Main Author: 黃意真
• Other Authors: 孫淑柔
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/gztxa4

碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 105 === The purpose of this study was to explore the relationships between learning outcomes of students with disabilities in regular classes in elementary schools and the professional competency of special education of teachers teaching in regular classes as well. The data using in the study were questionnaires filled out by teachers of regular classes and parents which are collected in the Special Needs Education Longitudinal Study (SNELS) database in 2012. The subjects retrieved from the database were elementary school students with disabilities (3rd Grade) during the academic year of 2012. They were analyzed by descriptive statistics, Pearson’s product-moment correlation, t-test, one way ANOVA and multiple stepwise regressions. The findings of this study were as follows: 1. The abilities of teaching students with disabilities for regular class teachers were at medium level. 2. The attendance and the status of activity participation of students with disabilities in regular classes were at upper medium level. 3. The learning performance of students with disabilities in regular classes was at upper medium level. 4. The responsibility and independence of students with disabilities in regular classes were at upper medium level. 5. The emotion and social adjustment status of students with disabilities in regular classes were at upper medium level. 6. The satisfactions for parents of students with disabilities in regular classes were at upper medium level. 7. There were significant differences in gender for learning outcomes of students with disabilities in regular classes. 8. There were significant differences among the disability categories on learning outcomes of students with disabilities in regular classes. 9. The professional competencies of teachers of regular classes had positive correlation with learning outcomes of students with disabilities. 10. The learning outcomes of students with disabilities could be predicted by professional competencies of teachers of regular classes. According to the results of the study, several suggestions were proposed for practitioners and future studies.