| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 106 === The purpose of this study was to examine regular teacher’s inclusive education attitudes and classroom climate in elementary schools. The study compared the effects of different background variables on regular teacher’s inclusive education attitudes and classroom climate and investigated the correlating among the variables. And discuss the effect of regular teacher’s inclusive education attitudes on classroom climate in elementary schools.
This study were to investigate the interplay among inclusive education attitudes and classroom climate of regular teachers regarding special education in the elementary schools by using “Descriptive statistics”, “Independent samples t test”, “One way ANOVA”, and “Regression analysis” to analyze the data obtained through the survey of “Special Needs Education Longitudinal Study” in school year of 2012, being collected from 2,109 regular teachers in elementary schools.
The conclusions of the study were as follows:
1.Regular teachers’ inclusive education attitudes in the elementary schools were
positive.
2.Regular teachers’ classroom climate in the elementary schools were positive.
3.The service duration and professional trainings on special education of the elementary school regular teacher could cause significant difference on inclusive education attitudes.
4.The gender and student’s disability type of the elementary school regular teacher could cause significant difference on classroom climate.
5.There is significant positive correlation between regular teacher’s inclusive education attitudes on classroom climate in the elementary schools.
Finally, this recommendation was based on the conclusions reached by this research could be used as a reference for education administrative departments, Elementary Schools and future research.
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