Analysis on the Implementation of the Resource Room Teacher to the Adaptive Educational Placement in Kaohsiung

• Main Authors: CHEN, YI-CHUAN, 陳逸娟
• Other Authors: 黃桂君
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/rw6t88

碩士 === 國立高雄師範大學 === 特殊教育學系 === 107 === The purposes of this study were to investigate the implementation, the difficulties, and the coping strategies of teachers participating to the adaptive educational placement in Kaohsiung. In this study, five resources room teachers were interviewed in a semi-structured manner; their experiences in participating in adaptive educational placement were analyzed and summarized. The main findings are as the following: First, the current situation of the implementation of adaptive educational placement: 1. Schools and resource classes all hold promotion counseling activities and courses. 2. Teachers application for admission motivation and discussion are affected by the enthusiasm of parents and students. 3. The application form is complicated and the application system is not easy to operate. 4. Supporting materials such as information provided by parents, vocational aptitude test, teacher observation results, career counselling manual, etc. are often contradictory. 5. The various supporting materials depend on the integration of resources within the schools and the assistance of colleagues. Second, the difficulties and teacher's coping strategies to the adaptive educational placement: 1. The teachers contacted the students by phone and directly let the students join the discussion, in order to respond to the parents' indifference. 2. Teachers need to prepare in advance to respond to the urgency of application materials and time. 3. Teachers actively communicate with parents and students in order to resolve the situation of being unsuitable to or unable to submit a list of their department choices to the High school or vocational high school. 4. Teachers should seek to link resources to produce sufficient supporting information to meet the insufficient supporting materials which parents provide. 5. Teachers are required to accompany students to interview, and their own affairs and transportation are handled by themselves. 6. Adaptive educational placement is suitable for students with special skills and competencies, to cope with the unclear, as it is difficult for students with outstanding expertise to explain their superiority.