| Summary: | 碩士 === 臺北市立大學 === 特殊教育學系 === 107 === The aim of this study is to understand the practice and attitudes for special education teachers in junior high school. The methods applied in the research include questionnaire and interview. By using the questionnaire titled “the practice and attitudes for gender equity education of special education teachers in junior high schools” as the instrument to use stratified random sampling in the junior high schools. Other than this, qualitative research conducted to interview six special education teachers who teach in junior high school.
Total 187 questionnaires were sent out, 157 were received, and the recovery rate was 83.96%. There were 154 questionnaires valid, and
the availability rate was 98.1%. The data was cross analyzed by descriptive statistics, independent sample t-tests, and single-factor variances. The interview data was written in verbatim. Following conclusions were drawn out from this study:
1.There are only half of special education teachers in Taipei have practiced gender equity education or planned the curriculum for it, and less than half of them conduct the evaluation. The interviewees pointed out that the difficulties encountered in the practice of gender equity education included: (1) The gender equity concept is individual and hard to teach in the group. (2) Because of the progress of the main subjects, It’s difficult to take gender equity education into consideration at the same time. (3)The gender equity isn’t a formal course, so they can only convey or mention though the daily interaction.
2.Overall, the special education teachers in Taipei have positive attitudes to the curriculum preparation, planning, cognition, implementation for the gender equity education. The interviewees pointed out that students able to learn respect, recognize themselves, recognize the characteristics of others, and avoid incidents such as sexual harassment through gender equity education.
3.There is no significant difference in gender equity education attitude among teachers with different genders, highest special education background, and teaching classes.
4.Teachers under the age of 29 and teachers aged 30 to 39 have significantly higher score than the teachers aged 40 to 49 in "course recognition", " curriculum planning" and "amount of attitudes". Teachers who are single have notably higher score in “curriculum planning” than those teachers who are married. Teachers who had less than 3 years of teaching experience scored remarkably higher in “curriculum course recognition” than teachers who had been teaching for more than 20 years.
Based on the research results, specific recommendations are made for the education authorities, the special education teachers and follow-up researches.
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