碩士 / 南華大學 / 國際事務與企業學系亞太研究碩士班 / 103 / The purpose of this study is to identify the current implementation of individualized education programs in inclusive early childhood classroom and the supports in need. According to the purpose of the study and relevant references, the researcher applies the questionnaire approach and takes teachers who teach at early childhood inclusive classroom in public kindergarten in the coastal area of Taichung City as the subjects. A total of 130 questionnaires were sent out and all 130 questionnaires were responded. The effective questionnaires are 125 copies, and the effective response rate is 96.15%. Based on the statistical analysis of the questionnaires, the main findings of this study are shown as follows.
A. Teachers who implement the individualized education programs in inclusive early childhood classroom in public schools in the coastal area of Taichung City tend to operate the program fairly. However, the most problematic part they encounter is “implementation of the individualized education program”. And the next problem for the teachers is to “make plans for individualized education program”.
B. For the supports needed by teachers, who implement the individualized education programs in inclusive early childhood classroom in public schools in the coastal area of Taichung City, they tend to agree that the supports in need are on the aspects of “professional competencyon special education”, “IEP relative resources and workshops” , “school administration” , “professional personnel”, and “policy”. Among all these, support on “policy” is most needed.
C. Teachers who teach in early childhood inclusive classroom in public schools in the coastal area of Taichung City and “received relative degrees on special education” encounter less problems while implementing individualized education program comparing with teachers who “didn’t receive relative degrees on special education”.
D. Teachers who teach in early childhood inclusive classroom in public schools in the coastal area of Taichung City and received IEP training of “on-the-job credit course program on special education” encounter less problems while implementing individualized education program than teachers who received IEP training program of “College Teacher Education”, “short-term workshops” and teachers who “didn’t take IEP professional training program”.
E. Teachers who teach in early childhood inclusive classroom in the coastal area of Taichung City and have “pre-school teaching experiences” for 3 to 7 years requires more support on “professional competency on special education” and “IEP relative
resources and workshops” than teachers whose teaching experiences are less than 3 years, between 8 and 15 years, or above 16 years.
Based on the findings of the study, the researcher proposed some suggestions as a reference for relative educational organizations in future promotion of individualized education programs.
| Identifer | oai:union.ndltd.org:TW/103NHU00025015 |
| Date | January 2015 |
| Creators | Hsing-Yu Yen, 顏婞渝 |
| Contributors | Sheng-Ping Hu, 胡聲平 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 133 |
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