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The Cognition and Attitudes of Regular Classroom Teachers on Inclusive Education for Autistic Students in Junior High School
regular classroom teachers in junior high school
This study investigated the cognition and attitudes of regular classroom teachers on inclusive education for autistic students in junior high school. In addition, the study compared the differences of the cognition on autistic students and the acceptance attitudes among the regular classroom teachers with regard to sex, teaching experiences, administrative experiences, professional background, subjects they teach, contact experiences with autistic students, school district, school size and types of special education classes at the school where they teach. Also, it aimed to explore the relationship between cognition and acceptance attitudes. Through questionnaire survey method, this study targeted on regular classroom teachers in public junior high schools in Taipei City, New Taipei City and Taoyuan City. The data was analyzed with descriptive statistics, independent-sample t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise regression. The results of the study are as follows: 1.The regular classroom teachers were familiar with the characteristics of the autistic students. “Behavior” was the dimension with the highest scores, followed by “Communication”, “Causes” and “Social interaction”. Moreover, the regular classroom teachers were active in inclusive education for autistic students in junior high school. “Cognition” was the dimension with the highest scores, followed by “Action tendency” and “Affection”. 2.Teachers’ cognition on autistic students was significantly different in terms of sex, administrative experiences, professional background, subjects they teach, as well as contact experiences with autistic students. Furthermore, teachers’ attitudes on inclusive education were significantly different in terms of teaching experiences in general education, administrative experiences, professional background, subjects they teach, contact experiences with autistic students, as well as types of special education classes at the school where they teach. 3.Teachers’ cognition on autistic students positively and significantly (yet lowly) correlated with acceptance attitudes. 4.Teachers’ cognition on autistic students can positively predict acceptance attitudes. According to the results of the study, some constructive suggestions were provided as references for education administrations, schools, teachers, parents and the future study.
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