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Poon, Tsz-ying, and 潘芷盈. "Hong Kong kindergarten teachers' beliefs and practices regarding earlychildhood inclusive education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B5055900X.
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Early childhood inclusive education (ECIE) has been advocated in Hong Kong and other societies for decades. Anecdotal evidence, however, suggests that there might be some gaps between teachers’ beliefs and their practices regarding ECIE in Hong Kong. Although a large number of studies on the implementation of ECIE have been conducted in western countries, there are very few in a Hong Kong context. Therefore, this thesis is dedicated to the investigation of Hong Kong kindergarten teachers’ beliefs and practices regarding ECIE with two studies.
Study One was designed to be quantitative in nature, examining Hong Kong kindergarten teachers’ beliefs and practices of ECIE by surveying 184 practitioners. Responses revealed that Hong Kong teachers: (1) shared mixed beliefs in both inclusive education and special education; (2) had positive attitudes toward children with special education needs; and also (3) had positive attitudes toward inclusive practices. However, most of them reported that they had failed to put ECIE into practice. Further analyses found a significant school type effect: the teachers in special child care centers (SCCC) and kindergartens with integrated programs (IP) had more positive attitudes toward ECIE and tended to use more individualized practices than those working in kindergartens without IP. In addition, the special education teachers were found to hold the most coherent beliefs and practices of ECIE among all the samples.
Study Two was a multiple case study of five early childhood settings, with a focus on the gaps between teachers’ beliefs and practices of ECIE. The validity was established by triangulating the data sources (principal, general teachers, and IP teachers) and methods (classroom observation, interviews, and document analysis). The results indicated that: (1) there was no consistent pattern in teaching schedules, settings, curricula in the five cases; (2) the principals and teachers had mixed beliefs in ECIE and special education; (3) there was a remarkable belief-practice gap in ECIE; and (4) and the teachers from SCCC, kindergartens with IP, and those without IP had different attitudes about communication with parents, perceived behavioral control and intention, and the practical difficulties in ECIE implementation. These qualitative findings were consistent with those found in Study One.
The thesis is believed to offer a contribution to the theoretical and practical development of ECIE. This study provides empirical evidence to the early childhood policymaking. The findings imply that the educational authorities need to provide more resources, teacher training, and support to facilitate the implementation of ECIE in Hong Kong. The limitations of this research and future directions are discussed, and some suggestions about how to bridge teachers’ beliefs and practice gaps are also made.published_or_final_version
Education
Doctoral
Doctor of Education
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Chan, Suk-yu Viola. "Teacher leadership a case study of leading an inclusive early childhood class /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37516358.
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Chan, Suk-yu Viola, and 陳淑愉. "Teacher leadership: a case study of leading an inclusive early childhood class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37516358.
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Kanagawa, Linda Ortmeyer. "A case study examining ecological factors that influence the engagement of young children in an inclusive kindergarten setting /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953869.
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Slider, Brandi. "The effect of an applied behavior analysis based treatment on the participation of a kindergarten student with autism spectrum disorder in a general education classroom." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10301.
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Thesis (M.A.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains iii, 35 p. : col. ill. Includes abstract. Includes bibliographical references (p. 30-32). WVU users: Also available in print for a fee.
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Reis, Elizabeth A. "THE EFFECTS OF PICTURE ACTIVITY SCHEDULES ON TRANSITION TIMES IN AN INCLUSIVE PRESCHOOL CLASSROOM." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/65.
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This study determined the effectiveness of using picture activity schedules with preschoolers who exhibited disruptive behaviors in an inclusive setting during transition times in a public preschool. The participants in this study were three male and one female student, ages 3 years to 5 years, who were enrolled in an inclusive public preschool. All children are Caucasian. Three of the children had an individualized education plan including goals for speech and social-emotional concerns. One child was typically developing and did not have an individualized education plan. The study method used a single-subject withdrawal design (ABAB). The results confirmed that the use of picture activity schedules decreased the mean duration of transitions and the duration returned to pre-intervention levels when picture activity schedules were removed for two of the four children.
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Shepley, Collin Niles. "Training Teachers in Inclusive Preschool Classrooms to Monitor Child Progress and Make Data-based Decisions through Direct Behavioral Observation." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/71.
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Progress monitoring and data analysis are essential skills needed by classroom teachers within the implementation of multi-tiered systems of support for making data-based decisions about student progress and instruction. Within the early childhood MTSS research, consideration of teacher-collected progress monitoring data followed by data-based decision-making is rare. To provide teachers with a robust progress monitoring strategy, I trained preschool teachers of inclusive classrooms to use direct behavioral observations to collect data and inform their instruction.
The project experimentally evaluated teachers’ generalization of acquired behaviors within the context of a single-case research design. The project’s independent variable, teacher training, consisted of a video-based multimedia presentation and in-vivo feedback. The primary dependent variable was teachers’ implementation of teacher-directed behavior observation procedures. Results indicate that teacher training was effective for three teachers, as evidenced by teachers reaching criterion levels of performance across consecutive days and sessions. Data on the durations of teacher training activities indicate that an average of 21 minutes of in-vivo feedback was provided to the teachers throughout training. Social and ecological validity data suggest that teachers perceived the training activities to be relatively non-intrusiveness and that the target progress monitoring strategies were of value to the teachers. A functional relation was established between training and teachers’ implementation of direct behavioral observation procedures.
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Riddle-O'Connor, Kerry. "Inclusion kindergarten: A pilot program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/749.
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Грабовенко, Софія Юріївна. "Дизайн-проєкт інтер’єру інклюзивного закладу дошкільної освіти." Магістерська робота, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/17880.
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У дипломній роботі надані результати дослідження поняття інклюзивного закладу дошкільної освіти. Проаналізовано досвід створення освітнього середовища існуючих закладів такого типу за кордоном, рекомендації щодо створення концепції дизайну для дітей з особливими освітніми потребами та без них, норми України, які стосуються інклюзивних навчальних закладів. Отримані результати дослідження дозволили розробити концепцію дизайну, який забезпечує потреби всіх дітей. Виявлено, що основні ергономічні показники, які стосуються меблів та обладнання, не відрізняються для дітей з особливими освітніми потребами та без них. Запропонована кольорова гама та предметне наповнення простору, що забезпечують комфортне перебування у закладі всіх дітей, у відповідності до їх потреб.В дипломной работе представлены результаты исследования понятия инклюзивного заведения дошкольного образования. Проанализирован опыт создания образовательной среды существующих заведений такого типа за рубежом, рекомендациии по созданию концепции дизайна для детей с особыми образовательными потребностями и без них, нормы Украины, касающиеся инклюзивных учебных заведений. Полученные результаты исследования позволили разработать концепцию дизайна, обеспечивающего потребности всех детей. Выявлено, что основные эргономические показатели, касающихся мебели, не отличаются для детей с особыми образовательными потребностями и без них. Созданная цветовая гамма и предметное наполнение пространства является комфортным для всех детей и отвечает их потребностям.
The thesis presents the results of research on the concept of inclusive preschool education. The experience of creating an educational environment of existing institutions of this type abroad, recommendations for creating a design concept for children with special educational needs, and without them, the norms of Ukraine relating to inclusive schools are analyzed. The results of the study allowed to develop a design concept that meets the needs of all children. It was found that the main ergonomic indicators related to furniture do not differ for children with special educational needs and without them. The created color scheme and subject filling of space is comfortable for all children, and meets their needs.
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Walker, Kimberly M. "Delphi Study of Ecosystem Characteristics and Inclusion of Elementary Children With Autism Spectrum Disorders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/608.
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Recognizing characteristics that improve inclusion in general education classrooms allows educators and parents to make conscious decisions regarding how students with Autism Spectrum Disorder (ASD) can be included most appropriately. The purpose of this qualitative Delphi study was to understand the opinions of individuals with expertise in the fields of autism and inclusion as to the characteristics and behaviors within the environmental constellation that support or inhibit inclusion of elementary students with ASD. The conceptual framework was based on tenets of applied behavior analysis, multiple intelligences, and ecosystem characteristics. Research questions addressed characteristics and behaviors of general and special education teachers, other school personnel, students, and their families. Sixteen international experts responded to semistructured interviews and follow-up questions. Data were coded and distilled across three rounds. Knowledge of disabilities and effective behavior management were agreed to be important for all adults, and a sense of humor and willingness to collaborate were agreed to be important for students and adults. Participants agreed that cognitive abilities were important for students. There was no consensus on the unconditional inclusion of all students. Specific types of support and training for adults and more research by educators, parents, and professionals who work with students with ASD were recommended. Specific characteristics and behaviors of all involved are important in the development of the child. A suggested resource was created as part of this study. Being knowledgeable of how to work together support children in the general education classroom is a start for those students to become more included in the larger world.
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Liggins, Jason. "Elementary Teachers' Understanding, Knowledge, and Perceptions of Inclusion Best Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2556.
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Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured questions. The interview transcripts were coded for common themes. Some of the themes included a lack of training and a need for a better understanding of coteaching roles. Findings indicate that the teachers believe inclusion to be worthwhile, but challenging. The findings also indicate a need for more professional development and training on inclusion strategies. Using the findings, a 3-day professional course was designed to address the teachers' needs. This study will provide administrators with a greater understanding of the professional learning needs of the teachers. It has the potential to bring about positive social change in many ways, including better-prepared teachers, leading to more effective teaching practices and greater self-efficacy. Also, this project has the potential to reap many benefits for the county's students with disabilities population, by providing them with more suitable educational opportunities.
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Peacock, Delicia Peacock. "Teacher Perceptions of the Effectiveness of Inclusion in Elementary Classroom Settings." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2373.
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Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work in inclusive co teaching environments and how their perceptions influenced teaching methods and student learning in the inclusion classroom. Data collection consisted of interviews and observations with a purposeful sample of 8 general and 3 special education teachers, grades 3-5, who had participated in co-teaching during the past 2 years. Data were coded and 6 themes were found. Themes that emerged included teachers' needs for collaboration, shared responsibilities, common planning time, and professional development. Other themes involved understandings of teacher attitudes toward co teaching, the components of student success, and the basis for administrative decisions. A professional development project based on the findings was designed to address needs, attitudes, and understandings of special and general education teachers in inclusive classroom settings. This project may foster positive social change by providing a vehicle to assist general education and special education teachers so that they can work together with confidence and cooperation to enhance learning for all students, regardless of their abilities.
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MacAllister, Denise. "Teacher Beliefs on Inclusion of Students with Disabilities in Kindergarten, First Grade, and Second Grade in One Southern California Urban School District." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283386.
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The purpose of this quantitative, descriptive, and comparative study was achieved by investigating and comparing general and special education kindergarten, 1st grade, and 2nd grade teacher beliefs on inclusion, as well as their perceptions of accommodations, preparation, and barriers to inclusion. More specifically, three categories or variables of general education and special education teachers’ beliefs were explored: (a) core perspectives, (b) expected outcomes, and (c) classroom practices for student inclusion. The researcher utilized the My Thinking About Inclusion (MTAI) survey developed by Stoiber, Gettinger, and Goetz (1998).
The following research questions guided this study: (a) What relationships, if any, exist between general and special education teachers’ beliefs about inclusion in an urban school district in southern California as measured by the MTAI survey? and (b) To what extent, if at all, are general and special education teachers’ beliefs about inclusion in one urban school district in southern California, as measured by the MTAI survey, related to their demographic characteristics? The MTAI survey was administered to 91 teacher participants who supported students with disabilities in inclusive education in kindergarten through 2nd grade during the 2016–17 school year. Fifty-four participants (59%) completed the MTAI survey. Out of the 54 participants, 24 were general education teachers and 30 were special education teachers.
The findings of this study shared that a key factor promoting positive attitudes toward inclusion depended on the teacher attending professional development that supported their work with SWD. For all three belief subscales, Core Perspectives, Expected Outcomes, and Classroom Practices; coteaching was found to be the most favorable training for general education teachers. General education teachers also noted that trainings on working with behaviors, individualized coaching-support and networking with colleagues were supportive for them. Special education teachers’ data also showed that trainings on individualized coaching-support were significant for them. However, for the special education teachers’ trainings on accommodations and networking with colleagues were most favorable. Classroom supports such as teacher collaboration, instructional aide(s), and special education teacher(s) support were shown to influence teacher attitude and self-efficacy toward inclusion.
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Rucker, Larra. "The Inclusion of Training on Family Engagement in State-Level ECE Workforce Policy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/32.
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The early childhood education (ECE) workforce provides care and education to young children, birth to age five. Little research examines how teachers are trained to interact with and support families. Policy is identified as a way to increase qualification attainment, however, how policy may best support qualification attainment is widely unstudied. The current study seeks to fill this gap to understand how states differ in order to best support policy advancement. This involves a qualitative policy analysis using emergent techniques for all 50 states. Policies regulating ECE teacher qualification attainment, specifically mentioning family engagement are examined. Results demonstrate that policies regulating family engagement in qualification attainment for the ECE are overall, minimal. Only 30 states include mention of family engagement in policy. This research provides insight into how family engagement is supported in the workforce at a national level, and subsequently, how family engagement is supported throughout individual states.
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Soto, Juan, and Magnus Fransson. "Language is the Key to All Learning : A Study in the Preschools' and Kindergartens' Work for Future Inclusion in Socioeconomic Vulnerable Areas." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45581.
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This study is focusing on the importance of the development of children’s language skills in preschools and kindergartens for successful implementation of children’s capabilities in future life. This is particularly vital for children growing up in socioeconomic vulnerable areas. The Swedish Police Authority defines Socioeconomic vulnerable areas as having a high unemployment rate, high crime rate and failed schoolings resulting which contributes to a social exclusion from the Swedish society, which lead to the unfortunate emergence of parallel societies. Swedish Government has assigned a one hundred million Swedish Krones for investing in implementation of sustainable social future for people in the socioeconomic vulnerable areas, but the Swedish scientific community is raising a concern that so far there are not enough studies made to reveal the strategic focus points for this investment. More studies on the subject are urgently needed. Therefore, the aim of this study is to investigate in this knowledge gap, particularly in finding connection between identity creation and language development and in comparing of different preschool and kindergarten teachers' approaches for improvement of children’s language development skills as well as finding ways to improve a cooperation with children’s guardians. In accordance with Sen and Nussbaum Capability Approach, an education should help children to advance in their capabilities as a prerequisite for sustainable development goals achievement in future. This study’s quotative and qualitative analysis is based on a Hermeneutic approach and semi-structured interviews. The respondents are explaining their concepts and views on the subject and several of them are noticing an age-connected pattern in development of children’s personalities as being formed primarily through development of their language skills. Some of the interview-questions touch upon finding an effective intercultural and sociocultural ways of cooperating with children’s guardians in order to develop children’s capabilities. The guardians’ greater embedment in cooperation is ought to help bringing up a democratic citizen well-integrated in the society as well as to lead to an improvement of students’ grades on later stages of compulsory education. The study lays basis for further studies on the subject.Denna studie fokuserar på vikten av att utveckla barns språkkunskaper i förskolor för ett framgångsrikt genomförande av barns förmåga i framtida liv. Detta är särskilt viktigt för barn som växer upp i socioekonomiska utsatta områden. Polismyndigheten definierar socioekonomiska utsatta områden som hög arbetslöshet, hög brottslighet och misslyckade skolor, vilket leder till en social utestängning från det svenska samhället, vilket leder till att det uppstår olyckliga parallella samhällen. Den svenska regeringen har tilldelat hundra miljoner svenska kronor för att investera i genomförandet av en hållbar social framtid för människor i de socioekonomiska utsatta områdena, men det svenska vetenskapssamhället väcker oro för att det hittills inte finns tillräckligt med studier för att avslöja de strategiska fokuspunkterna för denna investering. Det behövs akut fler studier om ämnet. Syftet med denna studie är därför att undersöka i denna kunskapsklyfta, särskilt när det gäller att hitta samband mellan identitetsskapande och språkutveckling och att jämföra olika förskolelärares tillvägagångssätt för förbättring av barns språkutvecklingsfärdigheter samt att hitta sätt att förbättra ett samarbete med barns vårdnadshavare. I enlighet med kapacitetsmetoden Sen och Nussbaum bör en utbildning hjälpa barn att utvecklas i sin förmåga som en förutsättning för att framtida mål för hållbar utveckling ska uppnås. Studiens kvotativa och kvalitativa analys bygger på ett hermeneutiskt tillvägagångssätt och halvstrukturerade intervjuer. Respondenterna förklarar sina begrepp och åsikter om ämnet och flera av dem märker ett åldersrelaterat mönster i utvecklingen av barns personligheter som främst bildas genom utveckling av deras språkkunskaper. Några av intervjufrågorna berör att hitta ett effektivt interkulturellt och sociokulturellt sätt att samarbeta med barns vårdnadshavare för att utveckla barns förmåga. Förmyndarnas större inbäddning i samarbete borde hjälpa till att fostra en demokratisk medborgare som är väl integrerad i samhället samt att leda till en förbättring av elevernas betyg i senare stadier av obligatorisk utbildning. Studien lägger grunden för ytterligare studier om ämnet.
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Mendes, Suse Catarina Ferreira. "As perceções dos educadores de infância quanto à inclusão de crianças com PEA no Pré-Escolar público." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/3684.
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Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio da Intervenção Precoce na InfânciaEsta dissertação teve como objetivo principal analisar as perceções das Educadoras de Infância quanto à inclusão de crianças com Perturbação do Espetro do Autismo (PEA1) nos Jardins de Infância públicos de Portugal. Pretendeu-se também analisar a influência dos diferentes níveis de formação na área e experiência profissional das Educadoras de Infância na perceção da inclusão das crianças com PEA. Como variáveis para a hipótese geral e específica tem-se a variável alvo a Perceção das Educadoras de Infância quanto à Inclusão de crianças com PEA nos Jardins de Infância públicos; para a hipótese secundária tem-se a variável independente a Formação específica na área e a experiência profissional com PEA e em Educação Especial e a variável dependente a Perceção das Educadoras de Infância quanto à Inclusão de crianças com PEA nos Jardins de Infância públicos. O presente estudo tem carácter sobretudo exploratório (descritivo) e assenta numa metodologia quantitativa sendo que nas hipóteses do objetivo secundário, como se comparam dois grupos, utilizou-se o teste t de Student para duas amostras independentes. A amostra é constituída pelas Educadoras de Infância a trabalhar na rede pública do Concelho das Caldas da Rainha no ano letivo 2011/2012. O instrumento utilizado foi o inquérito por questionário, sendo constituído por quatro partes: a primeira parte refere-se a um questionário sociodemográfico que permitiu fazer uma caracterização pessoal (idade, género, habilitação académica, tempo de serviço, situação profissional, experiência profissional); a segunda parte diz respeito às dificuldades e constrangimentos dos Educadores de Infância quanto à Inclusão de crianças com PEA; a terceira parte refere-se a um questionário sobre as perceções dos Educadores de Infância quanto à inclusão de crianças com PEA; e a quarta e última parte é constituída por duas perguntas abertas. Os resultados da presente investigação não permitiram estabelecer relações entre a perceção daquelas Educadoras quanto à inclusão e as diferentes variáveis exploradas; ou seja, as hipóteses formuladas não foram confirmadas, no entanto, permitiram verificar que os participantes apresentam uma favorabilidade ao conceito da inclusão. This work aimed to analyze the perceptions of kindergarten teachers about the inclusion of children with Autism Spectrum Disorder (ASD) in public Kindergartens of Portugal. It was intended to also analyze the influence of different levels of training and professional experience in the area of Early Childhood Educators in the perception of inclusion of children with ASD. In what concerns the variables, the general and specific hypotheses include the following ones: the target variable, Perceptions of Kindergarten Teachers on the Inclusion of Children with Autism Spectrum Disorders in Preschool Public; the secondary hypothesis includes the independent variable the specific training and experience in the area and experience with ASD and Special Education, and the dependent variable Perceptions of Kindergarten Teachers on the Inclusion of Children with Autism Spectrum Disorders in Preschool Public This study is mainly exploratory nature (descriptive) and is based on a quantitative methodology, and in the cases of secondary objective, as they compare two groups, we used the Student t test for two independent samples. The sample consists of the Kindergarten teachers to work in the public's Council of Caldas da Rainha in the school year 2011/2012. The instrument used was a questionnaire survey, consisting of four parts: the first part refers to a sociodemographic questionnaire that allowed a characterization personal (age, gender, academic qualifications, length of service, employment status, work experience); the second part concerns the difficulties and constraints of Kindergarten on the inclusion of children with ASD, the third part refers to a questionnaire about their perceptions of kindergarten teachers regarding the inclusion of children with ASD, and the fourth and last part consists of two open questions. The results of this research did not allow establish a relationship between the perception of those Educators about the inclusion and the different variables explored, namely the hypotheses were not confirmed, however, allowed to verify that participants have a favorable response to the concept of inclusion.
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Romão, Célia Francisco. "A cooperação entre educadores de infância e docentes de educação especial na inclusão de crianças com NEE. E as crianças índigo? Qual o seu lugar?" Master's thesis, [s.n.], 2012. http://hdl.handle.net/10284/3595.
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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial,especialização em Domínio da Intervenção Precoce na InfânciaPara que o processo de inclusão seja positivo, é necessário que os docentes tenham consciência do seu papel e da sua função na inclusão das crianças com Necessidades Educativas Especiais (NEE) e que recorram ao trabalho cooperativo. Neste sentido, o objetivo deste estudo é saber se existe ou não cooperação entre os educadores de infância e os docentes de educação especial na inclusão de crianças com NEE. Da mesma forma, este estudo aborda o tema das crianças índigo, verificando se os docentes têm conhecimento da existência destas crianças e se concordam com a necessidade destas serem abrangidas pela educação especial. A nossa investigação baseou-se numa amostra de quarenta e oito educadores de infância e vinte e cinco docentes de educação especial dos Concelhos de Alcobaça e Nazaré, que acompanham ou acompanharam crianças com NEE, nos respetivos concelhos, e aos quais foi aplicado um inquérito por questionário. Os resultados mostram que a maioria dos participantes tem uma atitude positiva face à inclusão, admitindo que as diferenças são um fator de enriquecimento para todos. No entanto, surgem algumas incongruências, verificando-se alguma resistência à inclusão que pode ser justificada pelas barreiras que lhe estão subjacentes. Verificamos também que uma percentagem significativa desconhece a problemática das crianças índigo, e embora os que conheçam tenham feito uma abordagem superficial das mesmas, regista-se uma parte significativa que admite a necessidade de acompanhamento destas crianças pela educação especial ou outros técnicos. For the success of the process of inclusion, the teaching staff needs to be aware of their role in the inclusion of children from special needs education and also need to work in a cooperation environment. The purpose of the following study is to show if there is any cooperation between the teaching staff, which includes kindergarten teachers and special education teachers. Moreover, the following study develops the thematic of indigo children, trying to verify the teaching staff knowledge about their existence and if these children should study in a special needs education environment. The research was based in a sample of 48 kindergarten teachers and 25 special education teachers from Alcobaça and Nazaré, who worked or are still working with children with special needs education. A survey was undertaken to the sample. The results show that the majority has a positive attitude towards inclusion, agreeing that being different can be an enrichment factor for all. However, there is some resistance to inclusion, which can be justified for all the barriers surrounding this theme. A significant number is unfamiliar with indigo children and although admitting they are acquainted to the theme, a significant number also admits these children need a special education by the teaching staff.
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Perez, Salvador. "Teacher Perceptions of Head Start Preschool Programs in an Urban Public School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.
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An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan's theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers' perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.
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shu-lian, Tsai, and 蔡淑玲. "One autistic child in kindergarten inclusive classroom." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/01971993932212135773.
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Line, Jing Wei, and 林靜微. "The study on inclusive education by Kindergarten Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57801234768425957082.
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碩士國立嘉義大學
幼兒教育學系研究所
99
The purpose of this study mainly was to kindergarten teachers in the implementation of the case of integrated education, in the teaching problems encountered during and treatment-related. In order to achieve the purposes of this study used qualitative research methods, naturalistic inquiry to select in the same kindergarten, implement integrated education as the research object. Then semi-structured individual interviews conducted in-depth interviews and research data for the four main subjects of the interview transcripts, teaching logs and assessment of the major findings of this study are listed as follows: I. The Curriculum Arrangement of Kindergarten Teachers A. Event Planning Courses Kindergarten teachers will be outside their expertise into the curriculum, cognitive learning, social interaction, communication, daily living, exceptional child's Individualized Education Program, the establishment of regular curriculum design considerations are all factors. B. Changes in teaching strategies and learning objectives Activity design must take into account the ability of each child's ability to design according to different levels of educational goals, and use different teaching strategies. II. Classroom management of kindergarten teachers. A. Teacher Attitude Contribute to the general character education to provide exceptional children and general social interaction, language, learning community life and enhance social development B. General problems and behavior counseling Exceptional children teachers often remind their peers or through the power of life opportunities of education, group discussion ways to help self-regulate exceptional children, compliance order. III. Communication between parents and teachers of kindergarten teachers Attitude of parents affect the child's learning effect, therefore, teachers encourage parents to accept the child's barriers.
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Tasi, Ya-fen, and 蔡雅芬. "The Study on Kindergarten Teachers Work with Inclusive Classroom." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2scn9m.
Full textAbstract:
碩士國立中正大學
教育學碩士在職專班
105
The purpose of this study is to explore the status quo of stress and distress strategies for the integration of six kindergarten teachers，the teacher's personal background and the experience of the integration of teachers to the pressure of education and response strategies are different，And to explore the situation of the pressure of the inclusive education and response strategies Qualitative research as a research method ， this study investigates the adjustment processes of six preschool teachers work with inclusive classroom. The results of this study are summarized in the following: A. The preschool inclusive classroom teachers’ job stress include: （1） The teachers’ personal difficulties: The teachers have insufficient experience and knowledge about special education. The opportunities for advanced training and effectiveness of the training are limited. Without enough understanding of individualized education programs (IEP)， they consider implementation of IEP as difficult. （2）Difficulties caused by the parents：The parents may have incompatible education concepts and distrust the inclusive classroom. （3） Difficulties in class management： The preschool children who have special needs may have certain behavioral problems. The class is large but human resources are insufficient. （4） Ineffective support of professional and school teams：Teachers have trouble in cooperating with itinerant teachers. Government funds are limited, and human resources are insufficient. B. The coping strategies adopted by the preschool teachers in the adjustment process： （1） Adjustment of attitudes and to plan courses: The teachers adjust themselves to accept preschool children who have special needs and learn to adjust their emotions. （2） Utilization of existing resources: They exchange and share experiences with colleagues, make use of the support from professional teams and assistants, and seek resources on the Internet. （3） Building good parent-teacher relationships and get effective teacher’s cooperation: The teachers communicate and cooperate with parents and assist them to seek related support and resources. （4） Creating a good learning environment: They adjust courses according to the individual factors of children who have special needs, iron out biases to prevent labeling of these children, and make use of collaborative learning to help children have more peer interactions. Finally, the adjustment process of preschool inclusive classroom teachers was discussed, and some suggestions are also proposed on the basis of the research results.
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Lin, Mei-Hui, and 林美惠. "“Inclusive” Educational Experiences of Three Special Children in Kindergarten." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/46617733690599952315.
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碩士輔仁大學
宗教學系碩士在職專班
103
As a kindergarten teacher and administrative director, I accompany children in kindergarten and find out the difference and uniqueness of every single child. I have had the chance to meet with developmental delay children in kindergarten. This thesis explores the “inclusive” educational experiences of three children with developmental delay in the kindergarten I teach. Combining my observation and interview data of these children’s mothers and teachers, I try to show their educational experiences in kindergarten, their medical experiences, and how their family seek religious means to solve their problems.
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Cheng, Yu-Chia, and 鄭育佳. "A Study on Kindergarten Parents' Cognition of Inclusive Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/11196473510762112051.
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碩士國立屏東大學
幼兒教育學系碩士班
105
Inclusive Education is the trend of world education. The purpose of this study is to investigate today's parents for the Inclusive Education of cognitive status and differences between different background variables. The research object for the Kaohsiung City public-private kindergarten parents of special needs children, by questionnaire and obtained by purposive sampling 301 valid questionnaires. The study tools for the questionnaire scales are gained data in descriptive statistics, a single sample t-test and one-way ANOVA. The results of this study are as follows: First, parents agree students should have equal right in education. However, parents of special needs children aware the school attendance is low in common schools and regular school. Second, parents agree that teachers are obliged to teach all students in the class, but parents for the Inclusive Education to teach the object and the curriculum design should be the object of all students in the class of cognitive situation is low. Third, most parents have low awareness on whether the kindergarden with the special needs. Fourth, different background of parents for cognition of Inclusive Education have different effect. The study displays "age", "education level", "graduate faculty", "children attending kindergarden whether there is special need " and "children with special needs experience" are the related variable. However, the variable of "gender", "occupation", "children are special needs ", "the kindergarden type" not the significant factor affecting the cognition of Inclusive Education.
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Chou, Chin-hsing, and 周進興. "A Case Study of Inclusive Kindergarten in Taiwan: Fairy Tale World Kindergarten As an Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/43025239597539750205.
Full textAbstract:
碩士南華大學
幼兒教育學系碩士班
99
The purpose of the study was to investigate the inclusive education condition of Fairy Tale World Kindergarten in Taiwan in order to understand the problems encountered and to present the coping stratigies for improvement. The research methods employed were in-depth interview, participatant observation and document analysis to collect the research data needed. The interviewees were nine persons who were associated with inclusive education in Fairy Tale World Kindergarten in Taiwan: They were kindergarten principal, class teacher, special parent, general parent, official of education department, itinerant teacher, social worker, members from local community and organization. The data collected from interview were treated by modified analysis, constant comparative method and triangulation. The conclusions of the study were made with the interview data, relevant literature, documentation, and participant observation. Based on the treated data, some conclusions were derived as follows: 1.The current inclusive education policy in Taiwan had some impacts on Fairy Tale World Kindergarten. The rights of special education students might be limited by the age restrictions. The administrative supports were insufficient. The arrangement of inclusive education activities were limited. In addition, the development and implementation of IEP were not completely actualized. 2.Some problems encountered by Fairy Tale World Kindergarten implementing inclusive education seemed to include financial and professional manpower shortage, incompleteness of notification system and case database, and weak parental willingness to receive services. 3.Positive responses from all relevant people were given to the implementation of inclusive education by Fairy Tale World Kindergarten. Based on the obtained conclusions, some recommendations were also made in the study.
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Wu, Pei-Shan, and 吳佩珊. "A Study of Taipei Kindergarten Teachers' Practices of inclusive education." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/63008564924112976271.
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碩士國立臺北教育大學
特殊教育學系碩士班
99
Abstract The purpose of this study is to investigate the implementation of inclusive education of kindergarden teachers in Taipei city. This study used the survey research and collected by using interview, observation, and data collection. There are seven teachers in six schools choosed by snowball sampling. The following conclusions were reached: 1. The Taipei kindergarten teachers have a positive development in terms of professional knowledge, provision of teaching materials and tools, and provision of Parent-teacher cooperation. 2. The Taipei kindergarten teachers to implement inclusive education is the primary emphasis of the acceptance of children with special needs. 3. The Taipei kindergarten teachers have more implementation for the adaptations and accommodations. 4. The Taipei kindergarten teachers have fewer implementation for the adaptations to environment, such as: classroom layout, providing visual structure of environmental cues. 5. Teachers’ professional knowledge of inclusive education and disability level of children care barriers to inclusive education practices in the degree of diversity 6. The Taipei kindergarten teachers to seek support and the ability to integrate resources to be strengthened. 7. Public kindergartens and private kindergartens have different sources of human support.
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Lin, Yi-Ching, and 林怡青. "Professional Development of a Kindergarten Teacher in an Inclusive Classroom." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/szy77a.
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碩士中原大學
特殊教育研究所
104
This study collected qualitative research-oriented case study, with the perspective of a private kindergarten teachers, to explore the implementation of integrated education in response to the plight of the process of professional growth process. By the depth interviews, observation and documentation of the collection and inductive analysis, obtained results are as follows: First, the integration of education in the face of difficulties, teachers seek support, use of human resources, enhance their professional knowledge and ability. Through the patrol auxiliary teachers, graduate students and their professor of special education background to discuss consultation, case studies curricular activities or adjustments in teaching, the review process is constantly amended to allow teachers to more clearly outline integrated education. Second, the interaction with the parents of special children, in addition to help parents become teaching on the outside, with the knowledge and ability of teachers to increase the integration of education, combined with his own observations and experience Provide parent education strategies and recommendations to enhance child development, become a parent resource. Let parents feel the teacher''s intentions, but also trust their professional. Third, the enthusiasm for education and professional qualifications in early childhood and is the basis for integrated education teachers'' professional development.In addition to providing special education professional human psychological support, counseling and special education discussions Teaching outside, if we observe children assist performance and teaching demonstrations will help teachers quickly reach the effectiveness of teaching. In addition, the integration of education in the knowledge and ability of teachers'' professional development needs with intrinsic motivation and external resources, was able to sustainable development.
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Chang, Chia-Jui, and 張家瑞. "An Action Research on Coaching Kindergarten Teachers in an Inclusive Setting." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ukcrwj.
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博士國立臺灣師範大學
特殊教育學系
107
This study aimed to apply coaching to kindergarten teachers in an inclusive setting to develop their profession of special education and to improve the participation and learning of the child with special needs further. The participants in this one-semester action research were three kindergarten teachers, an itinerant early childhood special education teacher, a child with special needs, and his mother. The primary participants were the three kindergarten teachers who received coaching. The mother of the child with special needs also provided important information and feedback related to this research. The findings were as follows: 1.Coaching effectively facilitated the professional development of special education in three kindergarten teachers. During the first phase, the research team built the relationship. The professions of teachers were consolidated via workshops. Then the team systematically and collaboratively made the initiative plan. During the next phase, the researcher worked with teachers to support their implementation of Building Blocks, which is a framework for effective teaching practices for early childhood. The final phase involved an assessment and review of goals and accomplishments of a plan for sustained implementation of practices that had been the focus. 2.During the process of coaching, each teacher had experienced different positive changes pertaining to their professional development. Besides, teachers had become more active, confident, and preventive in their teaching. The study also found the teachers’ beliefs of inclusion had changed. As discussion among teachers increased, their collective teacher efficacy developed. As a result of their improvement of the professional development, the teachers eventually were able to resolve the difficulties of inclusion in a more professional manner. 3.The child with special needs made progress in participation and learning after teachers’ professional development. The child with special needs was able to fully engage in group activities, smoothly transition between activities, and independently accomplish daily routines. The child was also able to generalize the target behaviors across settings and people. Moreover, the collateral changes in target behaviors were evoked. 4.The researcher benefited from the process of coaching. The researcher not only overcame the challenges through reflection, but also gained valuable experience. However, a conflict related to the paraprofessional was irreconcilable. The researcher also found that establishment of equal partnership was critical to coaching and depended on the management by the coach. 5.The operating pattern of coaching was developed as the research progressed. Finally, based on the results, the suggestions were proposed for the future application of coaching and researches.
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Chen, Chiung-Yu, and 陳瓊玉. "A Study of Nantou Kindergarten Teachers’ Expertise and Needs in Inclusive Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/05859682367321457621.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
100
The aim of this study is to examine kindergarten teachers’ expertise and needs of inclusive education when working in Nantou County. This study conducts surveys by questionnaires. The questionnaires are distributed to a total of 864 kindergarten teachers in Nantou County, and 590 returned copies are valid. As to data processing, the statistics is processed through SPSS 17 for Windows and analyzed by descriptive statistics,independent-sample T tests, one-way ANOVA, Scheffe method and Pearson Correlation. The following conclusions were reached: 1. The teachers rated as sufficient degree of teachers’ expertise and skills dimensions when working with inclusive education. Communication and cooperation of parents and teachers skills, inclusive education knowledge skills, administrative support skills, professional development skills, environmental planning and classroom management skills,curriculum design and teaching strategies skills and disciplinary team skills are ranked according to the degree of teachers’ perspective . 2. Kindergarten patterns, teaching area, whether the received care special child care experience, the Special Education Department graduation, and three years to participate in the special education related study have positive effects on the degree of sufficiency and skills dimensions when working with inclusive education. 3. The degree of teachers’ needs dimensions toward inclusive education are ranked as the followings: disciplinary team, professional development, administrative support, pro-teacher communication and cooperation, curriculum design and teaching strategies, inclusive education knowledge, environmental planning and classroom management. 4. The teachers , charged with whether the part-time administrative work, and with or without a care special child care experience category affect teachers higher demand for communication and cooperation between parents and teachers on to integrated education literacy needs of the case, no part-time administrative work of teachers, as well as have received care special child care experience and teachersThe professional team of high demand. In addition, this study provides early education administrative institutions, kindergarten teachers and further research with suggestions based on academic findings.
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Rubinoff, Teri S. "Friendship in kindergarten : are teachers prepared for inclusion? /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32019.
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Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education.Typescript. Includes bibliographical references (leaves 75-81). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32019
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DeCourcey, Catherine Maureen Sorrells Audrey McCray. "Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3119510.
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Liang, Yu-Ling, and 梁玉玲. "The development and implementation of Inclusive Education in a long-history private kindergarten." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/81083109023435241473.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩博士班
102
This case study aimed to unfold the development and implementation of inclusive education in the An-An Kindergarten, a long-history private kindergarten. An-An Kindergarten was funded 48 years ago, and has been devoted itself to inclusive education for 12 years. In the study, the data were collected from different resources (principal, teachers, students, parents) with diverse methods (interview, observation, document analysis). Data analysis, by adopting the constant comparative analysis, focused on two major themes. One theme is the development of inclusive education, including the origin, aim, development stage, and the background of development stage, The other theme is the implementation of inclusive education, including the preparation for implementation, the plans/strategies, the curriculum/teaching, and the obstacles/solutions. The study came to the following conclusions about the inclusive education in An-An Kindergarten: A. Regrading the development of inclusive education 1. The origin of the inclusive education was the kindergarten funder’s belief on education. 2. The inclusive education were aimed to make education available to all children and to include children with special needs into peer groups. 3. The inclusive education were developed via three stages, namely, trial and error stage, adjustment stage and established stage. 4.The turning point for developing inclusive education was the refill of the special education resources. 5.The kindergarten expects in the near future to integrate eco teaching courses with special education in order to increase the diversity of the educational services. B. Regarding the implementation of inclusive education 1. The increase of teaching manpower was adopted as the preparation for the implementation of inclusive education. 2.The plans and strategies of implementing the inclusive education were based on previous experiences. 3. The curriculum included the class-wide tutoring and theme teaching, a course designed exclusively for children with special needs. 4.The obstacles mostly came from the insufficient knowledge of teachers and parents on special education, and the shortage of funds. the positive and intensity of attitude towards solutions to predicament are varied with different stages
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Hsieh, Li-Hsiang, and 謝俐香. "A Study of The Public Kindergarten Teachers Self-efficacy in The Inclusive Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/4zn983.
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碩士朝陽科技大學
幼兒保育系碩士班
96
This study focuses on how the public kindergarten teacher of self-efficacy teach preschoolers with disabilities in the inclusive education .Literature review used in the study and based on the questionaries 282 teachers. The major findings were as followed: 1.The order of teachers teaching in-efficacy is as followed: teaching strategies, practing IEP, accepting attitude. the order of teachers teaching out-efficacy is as followed: teacher-parent interacting, teacher-student interacting, professional ability. 2.There is significant difference in teaching in-efficacy of teachers who teaching’ yeara of service, teaching area, whether to have been to teach inclusive student, teaching inclusive student’ years, and getting along with inclusive student. 3.There is significant difference in teaching out-efficacy of teachers who teaching’ area, whether to have been to teach inclusive student, teaching inclusive student’ years, and getting along with inclusive student. 4.Teaching strategies and Practising IEP can be forecasted to teacher-parent interacting, teacher-student interacting,and professional ability. The former is Much more effective than the latter.
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Gu, Chia-Ying, and 古佳穎. "Attitudes of Kindergarten Teachers toward Inclusive Education An Example of Hualien-Taitung Area." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/tn78sy.
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碩士國立臺東大學
特殊教育學系碩士在職專班
103
Abstract This study was aimed to investigate the effects of the three independent variables(i.e., special education background, contact experiences, and teaching years) on the attitudes of the kindergarten teachers toward inclusive education. The researcher sampled 285 preschool teachers from Hualien and Taitung Areas. The kindergarten teachers were assessed with a questionnaire (e.g., “The scale for the attitude of kindergarten teachers toward inclusive education.”) designed by Liang-Ching Chen(2003). The data was analyzed with three-way ANOVA. The results of this study are as follows: 1.The kindergarten teachers with special education background revealed more positive attitudes towards inclusive education than those who did not have. 2.The kindergarten teachers who had contact experiences with children with intellectual and developmental disorders revealed more positive attitudes than these who did not have. 3.The attitudes of kindergarten teachers with 6-10 teaching years revealed more positive attitudes towards inclusive education than those with more than 10 teaching years. Key words：Attitudes, Inclusion Education
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MEINA, CHEN, and 陳美娜. "The study of difficulties and strategies to implement inclusive education for the ordinary teachersat kindergarten." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6m9d39.
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碩士明道大學
課程與教學研究所
107
This study is to explore the teaching problems and problem-solving strategies faced by regular classroom teachers who have implemented inclusive education at their Kindergartens, in Taichung city. A survey was conducted using a questionnaire devised specifically for this study; 338 teachers from regular classrooms which have teachers stationed on-site to take care of students with special needs in Taichung kindergartens were surveyed. 302 valid questionnaires were collected. Data analyses include descriptive statistics, one-way ANOVA, Scheffé test, and Pearson correlation. Our main findings are listed as follows: 1. Our results show a medium-high level of teaching problems for all aspects when implementing inclusive education. Teaching strategy, class management, parent-teacher activity show medium-high level of teaching problems, while difficulties in course design and Internet support are at medium-low level. 2. Our findings indicate a medium-high level of making good uses in solving strategy. All aspects for solving strategy, from high to low level, are teaching strategy, parent-teacher activity, class management, course design, and Internet support, respectively. 3. Among individual background, age is a significant variable as far as overall teaching problem is concerned. Statistical significances were found on age to class management,on levels of education to course design, on education background to class management, on seniority to class management, and on class taught to teaching strategy. 4. Among individual background, teachers’ levels of education and seniority are significant variables as far as utilizing overall problem-solving strategy is concerned. Statistical significances were found on age to class management, on seniority to teaching strategy, and on seniority to class management. 5. The implementation of inclusive education for regular classroom teachers at public kindergartens in Taichung is slightly negatively correlated between teaching problems and teaching strategies. To conclude, this study provides practical suggestions, based on analyses, for educational administrators, teacher education agents, school administrators, preschool educators, and future researchers.
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Chen, May-Yu, and 陳美玉. "Pingtung Kindergarten Teachers’ Attitudes toward the Implementation of Inclusive Education and Need of Professional Perception." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/58gjch.
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碩士國立臺東大學
特殊教育學系碩士班
99
The study was explored discusses on professional knowledge for inclusion within early childhood teachers working in Pingtung County.This research uses surveys and a Shu-Ju Huang “Survey for Measuring that Amount of Professional Knowledge Teachers of Early Childhood Inclusive Education Possess” as a research tool; 408 teachers working at public kindergartens embedded within elementary or private kindergartens in Pingtung County were set as research subjects. 337 effective samples were collected with a survey recycle rate of 82.6%. We conducted frequency distribution, percentage, average, standard deviation, one-way ANOVA, Scheffé's method, Pearson product-moment correlation . The following were the research results: 1. Teachers of early childhood inclusive education think that it is important to possess professional knowledge, this category displayed is importance. 2. Teachers of early childhood inclusive education with different background variants displayed major differences. 3. Teachers of early childhood inclusive education all agree teachers need professional knowledge. 4. In regard to teachers of early childhood inclusive education with different background variants and the need for professional knowledge, we discovered those that taught kindergarten different teaching areas more professional knowledge than those that have family support and cooperation significantly different;with or without Special education relative qualifications whole should have the professional knowledge and curriculum design and teaching strategies significantly. 5. Different background variables pre-school teacher in their professional knowledge demand different. Kindergarten teachers with or without administrative work in whole professional knowledge and all side different. with or without Special education relative qualifications whole should have the professional knowledge and curriculum design and teaching strategies significantly. 6. The professional knowledge the teacher possessed and the need for professional knowledge displayed positive correlation. We gave suggestions to early education administrative institutions, teachers of kindergarten inclusive education, future researchers to serve as reference according to the results of this research.
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Lewkowicz, Iwona. "Idea edukacji włączającej a budowaniu systemu wsparcia i pomocy w przedszkolu." Phd thesis, 2020. http://hdl.handle.net/11320/9695.
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Praca doktorska na temat idei edukacji włączającej a budowanie systemU wsparcia i pomocy w przedszkolu jest prezentacją rozważań teoretycznych i własnych analiz badawczych autorki, osadzonych w paradygmacie pragmatycznym. Badania mieszane uwzględniły perspektywę. ponowoczesną. Dysertacja dostarcza nowych informacji, które uzupełniają obecny stan wiedzy na temat wdrażania postępowania inkluzyjnego w przedszkolach. Przedmiotem badań był system edukacji przedszkolnej funkcjonujący w Białymstoku i powiecie białostockim oraz stan urzeczywistnienia w nim idei inkluzji czyli edukacji uwzgledniającej różnorodność dzieci korzystających z placówek edukacyjnych i funkcjonujących w systemie edukacji formalnej. Celem pracy jest ukazanie i analiza stanu przygotowania i praktycznej realizacji edukacji włączającej w przedszkolach na terenie Białegostoku i powiatu białostockiego. W pracy zastosowano klasyfikację metod autorstwa Tadeusza Pilcha. Posłużono się strategią mieszaną, w której obok metod ilościowych zastosowano jakościowe metody badań pedagogicznych wsparte opracowaniami statystycznymi. W strategii ilościowej wykorzystano metody: monografii pedagogiczne oraz sondażu diagnostycznego. W strategii jakościowej posłużono się studium przypadku - monografią pedagogiczną. Posłużono się również metodami statystycznymi (statystyką opisową). W wyniku dokonanych analiz określono, jakie bariery uniemożliwiają pełne uczestnictwo w procesie edukacyjnym dzieciom o specjalnych potrzebach edukacyjnych. Wyszczególniono, jakie działania podjęto, aby usunąć przeszkody uniemożliwiające pełne uczestnictwo w procesie edukacyjnym tym dzieciom. Zaproponowano, co należy zmienić, zmodyfikować, dodać w przedszkolnym modelu inkluzyjnym. Opracowano strategię rozwoju badanych przedszkoli.The PhD thesis The Idea of Inclusive Education and Building a Support System and Help in Nursery Schools is a presentation of theoretical considerations and author's own research analyses, embedded in the pragmatic paradigm. Mixed research took into account the post-modern perspective. The dissertation provides new information that complements the current state of knowledge on the implementation of inclusion proceedings in nursery schools. The subject of research is the pre-school education system in Bialystok and the Bialystok county and the level of implementation of the idea of inclusion or education that takes into account the diversity of children using educational facilities and functioning in the formal education system. The aim of the work is to present and analyse the state of preparation and practical implementation of inclusive education in nursery schools in Bialystok and Bialystok county. In the dissertation, the classification of methods by Tadeusz Pilch was applied. The research used a mixed strategy, in which, apart from quantitative methods, qualitative methods of pedagogical research, supported by statistical studies were used. The quantitative strategy was grounded on the following methods: pedagogical monographs and diagnostic surveys. The qualitative strategy was based on a case study - a pedagogical monograph. Statistical methods were also used (descriptive statistics). As a result of the analyses, it was determined what barriers prevent full participation in the educational process of children with special educational needs. It has been specified which measures have been taken to remove obstacles preventing full participation in the educational process of these children. It was proposed what should be changed, modified, added in the pre-school inclusion model. A development strategy of the researched nursery schools was developed.
Uniwersytet w Białymstoku. Wydział Nauk o Edukacji
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Liao, Yu-Yi, and 廖又儀. "A Study on the Professional Knowledge and Attitudes towards Preschool Inclusive Education of Kindergarten Teachers in Chiayi." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/38989892812414067824.
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碩士國立嘉義大學
幼兒教育學系研究所
95
Abstract The purpose of this study was to investigate the current status of kindergarten teacher's professional knowledge and attitudes towards the preschool inclusive education in Chiayi City and Chiayi County, and to compare scores differences on preschool teachers, from different background variables on professional knowledge and attitudes of preschool inclusive education. This study also discussed the relationship between the professional knowledge and attitudes of preschool inclusive education, so as to analyze the predictions on teachers’ attitudes towards preschool inclusive education, from their professional knowledge of preschool inclusive education. This study used the questionnaire survey. The subjects consist of 266 Kindergarten teachers from various public and private kindergartens in Chiayi City and Chiayi County. The statistics methods used were t-test, one-way ANOVA, Pearson cross-product correlation, and stepwise multiple regression. The findings from this study are as the following： 1. The professional knowledge of the kindergarten teachers towards preschool inclusive education was average in degree, and the kindergarten teachers held generally positive attitudes towards preschool inclusion education. 2. There are significant differences in teachers' professional knowledge of preschool inclusive education, due to personal background, such as education degrees, qualifications for special education, and special education backgrounds. Among these variables, professional knowledge of those teachers, with higher education degrees, qualifications for special education, and special education backgrounds, tend to be higher. 3. There are significant differences in teachers' attitude towards preschool inclusive education, due to personal background, such as age, education degrees, different experiences of teaching special children, qualifications for special education, and special education backgrounds. Among these variables, professional knowledge of those teachers, with younger age, higher education degrees, experience of teaching special children, qualifications for special education, and special education backgrounds, tends to be higher. 4. There are a positive correlation existing between teachers’ professional knowledge of preschool inclusive education and teachers’ attitudes towards preschool inclusive education. 5. Teachers’ professional knowledge of preschool inclusion education has an obvious prediction on teachers’ attitudes towards preschool inclusive education. Finally, according to the result of the study, the suggestions are proposed for education administrative departments, teachers’ training program, kindergarten teachers and further studies. Keywords: preschool inclusive education, professional knowledge of inclusive education, attitudes toward inclusive education
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Bao-ying, Chang, and 章寶瑩. "Kindergarten Teachers，Professional Knowledge and Attitudes toward Prestchool Inclusive Education-An Example of the New Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/54663739334761114114.
Full textAbstract:
碩士東海大學
教育研究所
100
Kindergarten Teachers’ Professional Knowledge and Attitudes toward Preschool Inclusive Education-An Example of the New Taipei City Abstract This research aimed to investigate New Taipei City pre-school teachers' professional knowledge and their attitudes toward inclusive education. This research uses the survey method, and the purposive sampling in New Taipei City public kindergarten teachers . Both Questionnaire of Professional Knowledge of Integration Education and Questionnaire of Attitudes toward Inclusive Education were used as research tools. The data gathered by the questionnaires were analyzed with statistical software packages, conducting independent sample t-test, F test, single factor analysis of variance, Pearson correlation, and regression analysis. Findings are: (1) New Taipei City public kindergarten teachers get their professional knowledge of pre-school inclusive education to degrees of medium or high. (2) New Taipei City public kindergarten teachers tend to have more positive reactions and have higher consent on their attitudes toward pre-school inclusive education. (3) Sizes of kindergartens and teachers with various academic backgrounds show significant differences in New Taipei City public kindergarten teachers’ professional knowledge of pre-school inclusive education, but no significant differences are shown in teachers’ total teaching years or teaching experiences of special children. However, teachers with or without special education certificates show significant differences in New Taipei City public kindergarten teachers’ professional knowledge of pre-school integration education, and so are teachers with or without special education backgrounds. (4) New Taipei City public kindergarten teachers show no significant differences in their attitudes toward pre-school inclusive education in the following respects -- the numbers of classes in the kindergartens, teachers’ total teaching years, teachers’ academic backgrounds or their teaching experiences of special children. However, teachers with or without special education backgrounds do show their significant differences in their their attitudes toward pre-school inclusive education. (5) There is a moderate positive corelation between the professional knowledge New Taipei City public kindergarten teachers get of pre-school inclusive education and their attitudes toward it. (6) There is an expectancy of New Taipei City public kindergarten teachers’ professional knowledge of pre-school inclusive education for their attitudes toward it. Keywords: pre-school teachers, inclusive education, professional knowledge, attitudes
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DeCourcey, Catherine Maureen. "Kindergarten and first grade teachers' decision-making for literacy instruction in diverse schools." Thesis, 2003. http://hdl.handle.net/2152/537.
Full text
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Liu, Chia-Hua, and 劉嘉樺. "Preschool Inclusive Education Policy and Implementation in Taiwan – Example of Kindergarten Affiliated with Elementary School in Taipei County." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/33762526331009470402.
Full textAbstract:
碩士南華大學
教育社會學研究所
92
The topic of this paper is Preschool Inclusive Education Policy and Implementation in Taiwan – Example of Kindergarten Affiliated with Elementary School in Taipei County. This study used Giddens’s the Theory of Structuration to discuss the relationship between structure and action. It probed into the intended and unintended consequences of the implementation of inclusive education, and the reflexive monitoring of the actions in the process, and incorporated inclusive education policies into implementation. The subjects included scholars, teachers, and children on aspects of role positioning, interactive relationship, field practice (capability and limitation), and reflexive monitoring of the actions, in order to probe into the level of implementation for preschool inclusive education policies, and the enabling and constraints faced by implementers in the structure. The results were as follows: 1) The aid generated by the social structure on the implementers: (1) The social structure: The policies require active promotion and implementation by the government in order to realize the concept of preschool inclusive education. (2) The scholars: The government has begun to pay attention to the implementation of preschool inclusive education. (3) The teachers: The teachers are able to come in contact with more exceptional children, and cooperate with special education teachers on coordinated teaching and refined instruction. (4) special children: The additional regulations and resources can generate more concern over the learning rights of those children. 2) The obstruction generated by the social structure on the implementers: (1) The concept of “Zero Rejection” is unable to be realized, and the existing policies has unclear definition on “complete inclusive education”. (2) The allocation of special education budget: The shortage of special education budget, library for visually disabled, instructional materials, supplementary facility has resulted in inability to meet the needs of physically disadvantaged group. (3) Due to difference in definition of disability held by the Education Bureau and Social Welfare Bureau, the social welfare is unable to be delivered successfully. (4) Since the government only provides NT$5000 of subsidy per semester to kindergartens and preschools that enrolls exception children. The insufficient subsidy has resulted in the gap of preschool inclusive education implementation in public and private kindergartens and preschools. (5) To special children, the concepts of “Zero Rejection” and “complete inclusion” conflict with “diverse settlement”. The existing educational policies have not set clear definition of “educational settlement”, thus, the learning rights of those children may be ignored due to problems such as “improper educational assessment”, “Pygmalion effect”, and “stereotype”. This study suggests that inclusive education policies should be based on the rights of the disabled, and means of integrated education, clarification of definition on disability, improved training on special education assessment teachers, correction of public prejudice, promotion of inclusion and care for disabled can help to realize the concept of inclusive education, care for disabled, and create environment with no barrier.
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Tseng, Li-Chen, and 曾麗禎. "Teachers’ Supervision to Paraprofessionals for Children with Special Needs at Inclusive Classes of Kindergarten in New Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/87752092408492026951.
Full textAbstract:
碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
100
The purpose of this study was to explore teachers’ supervision to paraprofessionals for children with special needs at inclusive classes of kindergarten in New Taipei City. The questionnaire was applied to investigate the teachers at inclusive classes of kindergarten in New Taipei City. There were 311 teachers participated in this study. The conclusions and findings were as follows: 1. The supervision strategies for the teachers at inclusive classes of kindergarten in New Taipei City, the highest supervision strategies was the "Collaborative Style",the second was "Directive Style", the last was "Nondirective Style". 2. The situation of teachers’ supervision to paraprofessionals for children with special needs at inclusive classes of kindergarten in New Taipei City were as follows: (1) Supervision the duties to paraprofessionals: the highest was “assisting teachers to counsel young children’s life ", followed by" assisting teachers to maintain young children’s safe, " assisting teachers in teaching young children", " assisting teachers in administration"," assisting teachers in the assessment of young children" ,and " assisting teachers to contact parents. (2) Assessing the effectiveness of the work of paraprofessionals: the highest was " assessing the effectiveness of the work of the paraprofessionals at any time", followed by " assessing the effectiveness of the work of the paraprofessionals in the end of each academic year ". 3. Comparing with different background variations of teachers (teaching experience, experience of inclusive education, the professional background of special education), there were no statistical significant difference in the supervision of the paraprofessionals. The results of this study to made recommendations for the teachers at inclusive classes of kindergarten, educational administrators and other relevant personnel as a reference in supervision of the paraprofessionals.
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LIU, WEN-YAO, and 劉文瑤. "THE SURVEY OF THE PUBLIC KINDERGARTEN TEACHERS' ATTITUDE AND IMPLEMENTATION TOWARDS INCLUSIVE EDUCATION-TAKE TAIPEI COUNTY FOR EXAMPLE." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/78408272780118333504.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
94
THE SURVEY OF THE PUBLIC KINDERGARTEN TEACHERS' ATTITUDE AND IMPLEMENTATION TOWARDS INCLUSIVE EDUCATION-TAKE TAIPEI COUNTY FOR EXAMPLE LIU, WEN-YAO ABSTRACT The purpose of this research was to investigate public kindergarten teachers’ attitudes toward inclusive education and implementation state. Comparison between attitudes toward inclusive education and implementation state were made among public kindergarten teachers that came from different backgrounds. Also, the relationship between attitudes and implementation state were studied. From the results of the research, conclusions and recommendations could be made and used as references for public kindergarten teachers to execute inclusive education. Related literatures was collected and analyzed to construct the foundation of the research. Self made questionnaire “The investigation of public kindergarten teachers’ attitudes toward inclusive education and implementation state in Taipei County” was used for the research purposes. There were 922 public kindergarten teachers involved in the research. With 922 questionnaires mailed out to these teachers, 623 questionnaires were received in return. The return rate of the questionnaires was 76.4%. Deducting 37 invalid questionnaires, there were 586 valid questionnaires left to be used for this research, with the return rate of 73.1%. Frequency, percentage, mean, standard deviation, t test and one-way ANOVA were the statistical methods used to conduct data analysis. The conclusions of this research revealed: 1.Public kindergarten teachers’ attitudes toward inclusive education were positive in Taipei County. 2.On implementation of inclusive education, public kindergarten teachers had highest scores on settlement state level in Taipei County. 3.Significant differences were found on public kindergarten teachers’ attitudes toward inclusive education due to different professional backgrounds, job positions, and numbers of classes. 4.Significant differences were found on implementations of inclusive education in these public kindergarten teachers due to their ages, education level, special education background, classes that they taught in, numbers of classes and having special education classes or not in Taipei County. 5.Medium-low positive correlations were found between every level of public kindergarten teachers’ attitudes toward inclusive education and implementation state in Taipei County. Recommendations were proposed from the results of the research, and were intended to be used as references for teacher training institutions, educational management department, schools including kindergartens, and future researches. Key words: inclusive education, disable students
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Kuan, Wen-hsin, and 官雯欣. "Investigation on Professional Knowledge and Attitudes of Acceptance towards Preschool Inclusive Education of Kindergarten Teachers and Parents in Matsu Area." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/k8njck.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
97
This study aimed to investigate the current status of professional knowledge and attitudes towards preschool inclusive education of kindergarten teachers and parents in Matsu area, the differences of teachers’ and parents’ professional knowledge and attitudes towards inclusive education from different background variables, and the differences of attitudes towards preschool inclusive education between kindergarten teachers and parents. The subjects were 20 kindergarten teachers and 100 parents in Matsu area, and the research tool was the self-edited questionnaire. SPSS was employed to perform descriptive statistics, such as mean and standard deviation, in order to analyze the overall analytical results of the professional knowledge and attitudes of kindergarten teachers and parents were arranged in each category and item. The main findings of research results are summarized as follows: 1. Kindergarten teachers in Matsu area had a medium extent of understanding towards the professional knowledge of preschool inclusive education and expressed positive attitudes of acceptance towards it. 2. Teachers of different ages, different seniorities, different positions, whether having childcare experiences for children with special needs, and whether having background in special education showed differences in their professional knowledge of preschool inclusive education and attitudes of acceptance towards it. Among them, teachers who are older, with higher seniorities, serve an administrative position concurrently, with childcare experiences for children with special needs, and with background in special education scored higher, and showed better attitudes towards the professional knowledge of preschool inclusive education. 3. Kindergarten parents had a high extent of understanding towards preschool inclusive education and expressed positive attitudes of acceptance towards it. 4. Parents of different ages, different educational background, and had experiences in taking care of children with special needs showed differences in their attitudes of acceptance towards preschool inclusive education. Among them, parents who are older, with junior high school degree, with Taiwan nationality, and had experiences for taking care of children with special needs expressed positive attitudes of acceptance towards preschool inclusive education. 5. The attitudes of acceptance towards preschool inclusive education of kindergarten teachers in Matsu area were better than that of parents. Lastly, based on the results, this study proposed relevant suggestions to educational competent authorities, teachers, parents, and future researches.
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Bai, Hui-Lan, and 白惠蘭. "A Study of Kindergarten Teachers and Caregiver's Thought of Inclusive Education & Teaching Support Needs for Exceptional Children in Taiwan Aborigines." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/12762702638775519595.
Full textAbstract:
碩士樹德科技大學
幼兒保育學系
94
ABSTRACT The purpose of this research was to find out the kindergarten teachers and caregiver’s thought of inclusive education in aboriginal region, simultaneously realize the situation of teaching support needs for executing inclusive education. The investigating method counts on 104 kindergarten teachers and caregiver’s in aboriginal region to complete the research. The researcher develops the questionnaire “The Investigating Research of Kindergarten Teachers and Caregiver’s Thought of Inclusive Education as well as Teaching Support Needs in Aboriginal Region ”.The result of this statistical analysis is according to the appearance MANOVA、χ² test 、one-way ANOVA from these questionnaire data. The major findings as following： 1. The caregiver’s thought of inclusive education in aboriginal region are positive. 2. The acquisition of caregiver’s teaching support needs in aboriginal region are low. 3. The expectations of caregiver’s teaching support needs in aboriginal region are high. 4. Different special education course for caregiver’s thought of inclusive education in aboriginal region have significant differences, the kindergarten teachers and caregiver who get special education credit or learn special education course more are positive.
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Ou, Mu-Tzu, and 歐沐慈. "Narrative Inquiry of Participating in the Experimental Program of the Preschool Inclusive Education ~ Hope Kindergarten in New Taipei City as an Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/79614173221336672920.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
99
This study aimed to discuss the progress of Hope Kindergarten, New Taipei City, participating in inclusive preschool education experimental program, and the educational objective, courses and teaching, self-examination, difficult positions, and solutions of inclusive preschool education were executed, so as to construct a feasible process for inclusive preschool education. The study subjects were the teachers, ordinary children, children with special need and their parents of Hope Kindergarten. To understand the study subjects thoroughly, this study made use of qualitative research, namely narrative inquiry was the study method, and document analysis, interview, and participation observation were the study skills. 15 interviews were carried out with the teachers and parents, eight participation observations were done, and data such as relevant documents, interview records, observation records, and self-examination were analyzed. This is an eight-year story of Hope Kindergarten. Hopefully, the hearts, stories, and wisdom of teachers could be found in the sequence of ideas and included into “life community”, and a clear way that guided the children with special needs and their families could also be found. During the investigation, the difficult positions and solutions that the teachers encountered could be seen everywhere, deeper self-examination and professional knowledge of the teachers were developed everywhere, and the joy, beauty, and love that happened between the parents, teachers, and students of Hope Kindergarten were discovered. The following conclusions are obtained accordingly: 1. The major inclusive educational objective and main course idea are established – experiencing, accepting, and cooperating. 2. Inclusive educational programs and teaching objectives were the good social interaction. 3. “Saying hello” and warm-up activities before inclusive educational programs played a decisive role. 4. Children with special needs and ordinary children give support to each others, grow up together, learn from each other, and love each other. 5. Teachers’ professional knowledge and professional accomplishments towards inclusive education were promoted. 6. Ordinary children and their parents accepted the children with special needs together, while the parents of the children with special needs got rid of the sadness and participated positively. 7. The characteristics of the kindergarten are very clear, the overall inclusive atmosphere is getting better, but difficult positions still exist. This study proposed concrete and feasible progress and suggestions according to the above-mentioned conclusions, providing reference regarding execution and promotion of inclusive preschool education for Hope Kindergarten, kindergartens that would like to participate in inclusive preschool education, and educational executive departments. Hopefully, this study could provide some benefits for the execution and promotion of inclusive preschool education.
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Tsao, Chia-Jung, and 曹佳蓉. "A Study on the Degree of Satisfaction of Teachers and Parents about the Inclusive Education for the Kindergarten and Nursery in Pingtung County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/19627507238483127930.
Full textAbstract:
碩士國立屏東教育大學
特殊教育學系
99
A Study on the Degree of Satisfaction of Teachers and Parents about the Inclusive Education for the Kindergarten and Nursery in Pingtung County Abstract The purpose of this study was to investigate the degree of satisfaction of teachers and parents about the inclusive education for the kindergarten and nursery in Pingtung County, as well as to compare the difference between both. The method of this study was survey research. Study objects included teachers and parents of public and private kindergartens and nurseries in Pingtung County. The questionnaire was adapted for this study. With frequencies and percentages, mean and standard deviations, and one-way ANOVA were used for data analysis. Finally, according to the results of this study, some suggestions are made for future studies. The conclusions were as follows: 1. The satisfactory situation of pre-school teachers on the implementation of inclusive education (1) The degree of satisfaction of pre-school teachers were satisfied with the inclusive education. (2) Pre-school teachers are most satisfied with the “communication between parents and teachers”, but they are dissatisfied with the “instruction”. 2. The satisfactory situation of parents on the implementation of inclusive education (1) Parents were satisfied with the inclusive education. (2) Parents are most satisfied with the “communication between parents and teachers”, but they are dissatisfied with the “peer interaction”. 3. The different of pre-school teachers from different backgrounds on the implementation of inclusive education (1)The pre-school teachers with different ages, years of teaching and special education background were no significant difference in “assessment and placement status”, “peer interaction”, “instruction”, “curriculum”, “school support”, “communication between parents and teachers” and the overall scale. (2) The pre-school teachers with teacher qualifications were significant differences in “assessment and placement status”, and the people who has education and conservation personnel qualification were higher than has the qualified early childhood education qualification. (3) The pre-school teachers with educational backgrounds were significant differences in “communication between parents and teachers”, and general university, technical university or university of technology were higher than vocational school. 4. The different of parents from different backgrounds on the implementation of inclusive education (1) The parents with different ages, educational backgrounds, the classification of children’s disability, and the degree of children’s disability were no significant difference in the degree of satisfaction. (2) The parents with different type of kindergarten and nursery what children study were significant differences in “school support”, and public kindergartens were higher than private nurseries. 5. The different satisfaction of inclusive education between pre-school teachers and parents There were significant differences between pre-school teachers and parents in “assessment and placement status”, “peer interaction”, “instruction”, “curriculum”, “school support”, “communication between parents and teachers” and the overall scale. Parents were significant higher than pre-school teachers in the all. Besides the above discoveries of research in this study, some suggestions were provided reference for administration agency, pre-school teachers and parents, and for future studies.
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Yen, Hsing-Yu, and 顏婞渝. "Implementation of Individualized Education Programs in Inclusive Early Childhood Classroom--A Case Study of Public Kindergarten in the Coastal Area of Taichung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53854589242137695863.
Full textAbstract:
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.
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Chung, Kai-Lun, and 鍾凱倫. "A Study on Needs and Satisfactions of preschool special education itinerant teacher at Inclusive Education Support Services for Kindergarten Teachers in Hualien County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/62327700813879451313.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士在職專班
102
The purpose of this study is to investigate kindergarten teachers’ needs and satisfactions of inclusive education support services provided in Hualien County and whether teachers with different backgrounds would differ in their needs and satisfactions. The major way of the research is questionnaire survey, and this study explores needs and satisfactions of assessment support services, teaching support services, and administrative support services. The objects of this study are the teachers of the special education child who are arranged in normal classes in Hualien County in the 101th school year ; the effective samples are totally 279 pieces. Frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and Scheffé method are used by anaiysis data. The major findings were as following : 1. The degree of the overall need of support services for kindergarten teachers is between needed and strongly needed. Among them, the strongly needed is “teaching support services” and the followings are “assessment support services” and “administrative support services”. 2. The degree of the overall satisfaction of support services for kindergarten teachers is between satisfied and very satisfied. Among them, the very satisfied is “assessment support services” and the followings are “administrative support services” and “teaching support services”. 3. Needs are more than satisfaction. It means the practical supply of the support services which teachers get can’t satisfy them. 4. According to the analysis of background variables, teachers with different special education background needs show the difference, and teachers with different gender, kindergarten type backgrounds in satisfaction show the difference. 5. Teachers with teaching different kindergarten type have the most serious contrast. There was no significant difference between other backgrounds.
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Chen, Yi-Hua, and 陳怡華. "Exploring the Influence of Perceived Collective Teaching Efficacy and Contextual Variables on New Taipei City’s Kindergarten Teachers Serving Students in the Inclusive Setting." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05057960133453816949.
Full textAbstract:
碩士國立臺東大學
幼兒教育學系碩士班
103
The purpose of this study was to understand New Taipei City’s kindergarten teachers’ perspectives on collective teaching efficacy (CTE) and teaching self-efficacy (TSE) for the inclusive education as well as the influence of contextual variables on participating teachers’ efficacy beliefs. The validity and reliability of self-made instrument was utilized, and in-service kindergarten teachers working in inclusive settings from New Taipei City were recruited for this study. By using a stratified purposive sampling method, 355 teachers from 79 schools were recruited, and 281 complete responses were received, yielding a 79.15% response rate. Six factors of CTE scale were found: “teaching task”, “support system”, “ attitude “, “professional competency”, “teacher-parent interaction”, and “teachers' personality”. Five factors of TSE scales were found: “teaching task”, “support system”, “attitude”, “professional competency”, and “teacher-parent interaction”. Data were analyzed using descriptive statistics, analysis of variance, and t-tests. The results were found as follows: (1) New Taipei City’s kindergarten teachers’ perspectives on teaching self-efficacy (TSE) perception was very consistent, showing TSE was at a high level, with "teaching tasks" the highest level of the average scores, and "professional competency" the lowest level of the average scores. (2) New Taipei City’s kindergarten teachers’ perspectives on CTE perception was very consistent, showing CTE was at a high level, with “teaching task” was highest level of the average scores, and "teachers' personality " the lowest level of the average scores. (3) New Taipei City’s kindergarten teachers’ CTE was statistically significant influenced by different contextual factors, including age, total numbers of classrooms, teaching areas, size of kindergarten, cooperative experiences, the numbers of professional trainings related to special education, and the effectiveness of professional trainings. (4) There is a positive significant association between participating teachers’ CTE and TSE.
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Chai-Wen, Huang, and 黃嘉紋. "A Study on the Role Responsibilities and the Professional Growth Situation of the Integration of Taipei Kindergarten Special Education Itinerant Teachers in the Inclusive Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/20960506434005173643.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
97
The purpose of this study is to explore the role responsibilities and the professional growth situation of the Taipei Kindergarten Special Education itinerant teachers. The research subjects were 36 itinerant teachers that participated in the Taipei Kindergarten Special Education and based on the questionnaire method. The conclusions of this study were as follows: 1. The main roles of the Taipei Kindergarten Special Education Itinerant teachers from their perspectives are to serve as negotiators, teamwork promoters, counselors, observers and evaluators. 2. The main responsibilities of the Taipei Kindergarten Special Education Itinerant teachers from their own point of view are to provide as much early childhood special education services to those with special needs, to observe classes, to provide special education information to teachers from regular classes, to give information and advices on special education to parents, to participate in the individual education development plans and to help the regular classes teachers to deal with children that has learning and behavior problems. 3. Taipei Kindergarten Special Education Itinerant teachers had high demands on their professional growth: (1) The highest demand on the special education professional growth are the knowledge of children welfare laws and its regulations, the related diseases and medical knowledge, social welfare and community resources and the counseling and treatment of behavioral problems, followed by the professional knowledge understanding the team operation of the team and its service, the use of assistive device, the special trainings and communication with special children and regular children. (2) The highest demand on the teaching professional knowledge and skills are the production of teaching materials and the formulation of teaching methods, followed by activities designs, evaluation and multi-assessment techniques and curriculum and teaching strategies. (3) The highest demand on the classroom management professional growth are to teach the special children to interact with the regular children and to solve problems, then to apply regular classes human resources skills. (4) The highest demand on the communication and coordination are the communication and interaction with teachers from regular classes and their schools administrative staffs, with the parents, with special education counseling tour team staffs and administrative staffs of kindergartens. 4. The Taipei Kindergarten Special Education Itinerant teachers that have different teaching experience background demand a professional growth listed below: (1) In the special education competency areas: teachers with fewer experience years demand higher professional growth in the counseling skill area and the use of assistive technology devices. Teachers with 11-15 years of service do not demand as much professional growth in dealing with the interaction of special needs children and regular classes children. In the other aspects, both experienced and non-experienced teachers demands professional growth. (2) In the teaching competency areas: The few experienced teachers demand higher professional growth in teaching activities design, evaluation and multi-assessment. In comparison, teachers with 11-15 years of service do not demand as much professional growth in the curriculum and teaching strategies. Thus, professional growth is demanded in other aspects. (3) In the classroom management: The experienced teachers demand higher professional growth in the situation planning and special situation problem solving. Teachers with 11-15 years of service do not demand as much growth on the human resources applications, the barrier-free environment access and evaluation. It is indifferent in other aspects. (4) In the communication and coordination: All teachers have high professional growth demands. 5. The Taipei Kindergarten Special Education Itinerant teachers that have different teaching formation background demand a professional growth listed below: (1) In the special education competency areas: A special education teachers with bachelor degree and master degree do not have as much demand on the professional team service, the placement counseling, the implementation of the Individual Education Plan (IEP), the assistive technology, the interaction problem between special needs children and regular class children as the teachers that took pre-school special education classes. (2) In the teaching competency areas: A special education teachers with bachelor degree and master degree have a higher demand on the teaching activities design, evaluation and multi-assessment, class and teaching strategies than those teachers who took pre-school special education classes. (3) In the classroom management: A special education teachers with bachelor degree and master degree have a higher demand on situation planning, conventional principles and methods, human resources applications, barrier-free environment assessment and evaluation than those teachers who took pre-school special education classes. (4) In the communication and coordination areas: A special education teachers with bachelor degree and master degree have a higher professional demand on the communication with the kindergarten administrative staff than the teachers who took pre-school special education classes. At last, based on the research findings, recommendations are made for future researches respectively to the education authorities, teachers and tour counselors. Key words: inclusive education, itinerant teachers, role responsibilities, professional growth