The Involvement of Regular-Class Homeroom Teachers in the Educational and Therapeutic Services of Their Students with ADHD in elementary Schools in Tainan Area
| Autor: | Su-shu Chuan, 蘇淑娟 |
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| Rok vydání: | 2007 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 The study aimed to understand how the regular class homeroom teachers were involved in both the educational and the therapeutic services which their students with ADHD had received. At the first stage of the study, data were collected with questionnaires. 184 regular class teachers were investigated. Those teachers were all from the elementary schools in both Tainan City and Tainan Country and had students with ADHD in their class. Among the teachers, 4 teachers were invited, based on their orientation for their participation in their ADHD students’ services, as interviewees at the second stage of the study. The descriptive analysis method was used for analyzing data from questionnaire. Results of the study are summarized as follows: 1. The class management was the educational service that ADHD students received most often on campus while the therapeutic services were less available for these students. 2. The child-care centre was the educational service that ADHD students received most often outside the campus. As among the therapeutic services, the drug-treatment was the one most often received. 3. The teachers tended to play the role of an “implementer” or “ leader” in educational services from schools over which teachers had controls. In contrast, in the services that teachers had less controls, they tended to be “suggestion-provider” or “feed back-provider” 4. Administrative support and assistance were needed urgently for ADHD students from Tainan city or Tainan county. 5. Among the educational services received on campus, teachers often had “self-initiation” in three groups of services—class management, instructional adaptation, curriculum adaptation. In contrast, teachers had low rates of “self-initiation” for therapeutic services on campus. 6. No apparent differences were found in both the “ involvement characteristics” and the “perceived effectiveness” among teachers who hold different status (gender, teaching years, special education training) 7. For both the self-initiated or others-initiated orientation, teachers showed holding optimistic attitude, employing strategies to respond to students’ needs, favoring the role of “implementing”, teacher-parent cooperation. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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