The Research of Special Education Promotion Committee at the college

• Main Authors: Cho, WEI-CHEN, 卓瑋晨
• Other Authors: Hung, JUNG-CHAO
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/y4p44q

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 106 === The purpose of this study were: (1) to understand the current implementation of the University Special Education Promotion Committees(USEPCT) in Taiwan. (2) The views of Resource Classroom Instructors to USEPCT. (3) to explore the differences of different school backgrounds on the USEPCT. (4) to analyze the views of Resource Classroom Instructors of different backgrounds on the USEPCT. In this study, a questionnaire survey method was used to conduct a survey on the college resource classroom counselors whose willing were asked by phone or e-mail. Data of this study were collected from 157 questionnaires and 106 valid questionnaires were retrieved. The effective rate of recovery was 68%. From the main findings of this study: 1. The current implementation status of USEPCT: In Taiwan, all the college have their school Special Education Promotion Committees with official documentation. This business is mainly based on resource classrooms. The number of meetings is once per semester, the convener is mainly chaired by the principal, and the attendance rate of special committee members is about 75%-100%. 2. The purpose of the USEPCT: The meetings focused on deliberation of special education annual plan, special education funding, and special education funds use and implementation. The second emphasis of the meetings was the special education programs, coordinating the division of labor among teaching and administrative units and improve campus accessibility. Less attention was to check the minimum semester credits for semesters. 3. There were no significant differences in the operation and implementation status of the USEPCT of different school backgrounds. 4. The views of Resource Classroom Instructors to USEPCT: The average of the Resource Classroom Instructors’ views were presented in the upper middle. There were no significant differences in the views of the Resource Classroom Instructors of different backgrounds. 5. In terms of functional status, the Resource Classroom Instructors believe that school set up the special promotion committee can help special education business development and promote the cooperation of administrative units, but they also think there is no difference between the special promotion committee and other school committees. In terms of organizational status, it is necessary to set the special promotion committee and hold a meeting. If the principal acts as a convener, the school’s emphasis on the special promotion committee can be increased, but they also think special promotion committee did not exert the actual function. In terms of participation, special promotion committee can let the students with disability or their parents have the opportunity to express their opinions and the willingness of members to participate in the meeting is high, but the members do not understand the ways in which special college education operates.