Special Education Teachers' Perceptions of Special Education Issues in Central Taiwan Elementary Schools

This study examined the perceptions of special education teachers of special education in central Taiwan. Responses to a questionnaire were received from 176 teachers in central Taiwan, representing about 20% of the special education teachers in the central area. The 29 questionnaire items were grouped into 7 topics. Taiwanese elementary school special education teachers were generally in agreement that special education students need more help for their problems. They were generally positive about placement alternatives for special education students, although they were somewhat negative about the use of IQ scores and the actual effects of placement for students. They had somewhat favorable opinions about schools' capabilities for accommodating special education programs, but were split in their views of the quality of training for special needs students, and essentially neutral about their own roles in student placement, collaboration among different professionals in the field, and support groups working in special education. The study also reveals the lack of research about special education in Taiwan. Appendixes contain the English and Mandarin Chinese translations of the cover letter and survey instrument. (Contains 30 tables and 53 references.) (SLD)