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|Other Titles:||An Overview of Special Education in Taiwan (II): Current Status and Teacher Education|
National Taiwan Normal University Special Education Center
According to the most recent statistics (Ministry of Education, R.O.C., 2013), there were 106,623 children with disabilities (Grades K-12) and 25,923 gifted and talented students (Grades 1-12) served in special education programs, representing 2.50% and 0.75% of the total K-12 /1-12 student population respectively in Taiwan. The top three out of thirteen categories of students with disabilities were children with mental retardation (25.3%), learning disabilities (24.2%), and autism (9.4%). Among the students with giftedness/talents, the top three out of six categories were the scholastically talented (45.2%), followed by the artistically talented (30.0%), and the intellectually gifted (24.4%). As to the placement of special education in practice, the majority of students with disabilities have been receiving special education services in resource classroom and inclusive class, reflecting a strong integration approach. For the gifted/talented students, most senior high schools choose the self-contained special class, while the primary schools and junior high schools adopt the pull-out/resource classroom program, adhering to Special Education Law Amendments. With regard to teacher education, the departments of special education in thirteen higher education institutions cultivate most special education teachers in Taiwan. The recent statistics shows that approximately 14,000 teachers worked with special needs students in the academic year of 2012, and 85% of them work with the disabled and 15% worked with the gifted/talented. However, the qualification rates of the two groups differ dramatically: 90% of special education teachers for the disabled were qualified, while only 32% of special education teachers for the gifted/talented were qualified. To meet the professional requirements and improve education quality, a new standards-based teacher education system is under development.
|Appears in Collections:||特殊教育季刊|
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