A study of Resource Room Teachers' Perception of Pre-referral Intervention for Elementary School Students at Risk of Emotional/Behavioral Disorders in Taipei
| Autor: | Joy Huang, 黃瓊儀 |
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| Rok vydání: | 2008 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 96 The main purpose of this study was to investigate the present status of pre-referral intervention for elementary school students at risk of emotional / behavioral disorders (hereafter referred as E/BD) in Taipei. Meanwhile, it probed into the difference of perceptions held by teachers with different backgrounds. The study was processed by a self-developed questionnaire. The survey was conducted with a valid sampling of 180 formal resource room teachers (hereafter referred as teachers) .The main findings were as follows: 1.The perceptions of personal practices of pre-referral intervention by resource room teachers were tend to be positive. 2.Judging by the resource room teachers’ perceptions, the practices of pre-referral intervention in each school were insufficient. 3.As Teachers implementing pre-referral intervention, the difficulties by frequency in top 5 were: “parents were reject to take child to clinical assessment or to take medicine ”, “teachers manage too many students to implement pre-referral intervention ”,“deficiency of profession support ”, “team and resource were unavailable in school ”, “ observation and intervention were insufficient”. 4.The suggestion of processing pre-referral intervention by frequency in top 5 were: “working hours for pre-referral intervention should be counted in teachers’ class teaching hours”, “bureau of education provides the medical diagnosis for E/BD”, “ to supply general teachers’ special education information”, “to provide the strategies of pre-referral intervention for the E/BD in the identifying manual”, “to program the explicit steps and practices in the identifying procedure of pre-referral intervention”. 5.Teachers “with administrative position”, “special education backgrounds” show significant difference in teachers’ personal practices. Teachers in different “years of resource room service”, “with/without and stages of the qualification for identifying E/BD”, “student numbers of supervising”, “school scale”, and “consultant administrative organization” show hardly difference in teachers’ personal practices. 6.Teachers in different “years of resource room service”, “special education backgrounds”, “with/without and stages of the qualification for identifying E/BD”, “Teachers with/without administrative position”, “student numbers of supervising”, “school scale”, and “consultant administrative organization” show hardly difference in pre-referral intervention by schools. According to the conclusion of the study, the researcher offered practical suggestions for implementing the pre-referral intervention, and made concrete suggestions for related studies in the future as well. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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