A Study on Kindergarten Parents' Cognition of Inclusive Education

• Main Authors: Cheng, Yu-Chia, 鄭育佳
• Other Authors: Tang, Chi-Chieh
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/11196473510762112051

碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 105 === Inclusive Education is the trend of world education. The purpose of this study is to investigate today's parents for the Inclusive Education of cognitive status and differences between different background variables. The research object for the Kaohsiung City public-private kindergarten parents of special needs children, by questionnaire and obtained by purposive sampling 301 valid questionnaires. The study tools for the questionnaire scales are gained data in descriptive statistics, a single sample t-test and one-way ANOVA. The results of this study are as follows: First, parents agree students should have equal right in education. However, parents of special needs children aware the school attendance is low in common schools and regular school. Second, parents agree that teachers are obliged to teach all students in the class, but parents for the Inclusive Education to teach the object and the curriculum design should be the object of all students in the class of cognitive situation is low. Third, most parents have low awareness on whether the kindergarden with the special needs. Fourth, different background of parents for cognition of Inclusive Education have different effect. The study displays "age", "education level", "graduate faculty", "children attending kindergarden whether there is special need " and "children with special needs experience" are the related variable. However, the variable of "gender", "occupation", "children are special needs ", "the kindergarden type" not the significant factor affecting the cognition of Inclusive Education.