The Study of School Adjustment for Elementary School Students with Disabilities in Regular Classroom and Regular Class Teacher's Professional Competency of Special Education: Using the Data from Special Needs Education Longitudinal Study
| Autor: | Ho, Hou-Teng., 何皓婷 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The purpose of this study was to investigate school adjustment for elementary school students with disabilities in regular classroom and regular classroom teacher's professional competency of special education. The data using in the study were questionnaires filled out by 754 elementary school teachers which are collected in the Special Needs Education Longitudinal Study (SNELS) database in 2010. The subjects retrieved from the database were elementary school students with disabilities (6th Grade) during the academic year of 2010. Data were analyzed by descriptive statistics, one way ANOVA, t-test, Pearson’s r and multiple stepwise regressions. The findings of this study were as follows: 1. Three facets of school adjustment for elementary school students with disabilities in regular classroom were at medium level. 2. The abilities of teaching students with disabilities for regular classroom teachers were at lower medium level. 3. There were significant differences in gender and disability catagories of school adjustment for elementary school students with disabilities in regular classroom. 4. There is no significant difference by residential regions of school adjustment for elementary school students with disabilities in regular classroom. 5. There is no significant difference in regular classroom teacher's “professional training in special education degree” and “special education study circumstances” of school adjustment for elementary school students with disabilities in regular classroom. 6. There was a correlation among regular classroom teacher's "course and teaching adjustment ability" and "classroom management and resource integration ability" of regular classroom teachers toward school adjustment for elementary school students with disabilities in regular classroom. 7. regular classroom teacher's "course and teaching adjustment ability" could predict effectively the learning adjustment and interpersonal relations for elementary school students with disabilities in regular classroom. According to the results of this study, the researcher has proposed several suggestions which could be referenced by education administration units, relevant educators and future studies. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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