structured strategies in the discrimination of inclusive ...average were grouped into high score...

Passing from Freedom to Happiness • 299

| Oral Presentation |

Structured Strategies in The Discrimination of Inclusive

Classroom Using Likert’s Method

Feng Wen WANG (Department of Special Education, National University of Tainan)

Yishiue LI (National University of Tainan Affi liated Primary School, Tainan City, Taiwan)

Chienho LIN (Chimei Medical Center, Tainan City, Taiwan)

Kuen Shouh WU (Department of Special Education, National University of Tainan)

Oral Presentation -2.1.3

Introduction:

Wood did a survey of teachers converged inclusive class teaching strategies using structured teaching content, got

good outcome(Wood, 1991). Because there is survey instruments related to teaching strategies in Taiwan, and we

take into account for the difference between different countries, therefore, we structured teaching strategies Wood's

questionnaire on the "communication and behavior management strategy ", we investigated among teachers in

both regular class and inclusive class from the area of Tainan, Taiwan to learn teaching strategies Wood's structured

questionnaire in the "communication and behavior management strategies, " whether in the country for a certain

reliability level of support.

Methods:

Cross sectional study design was used in this study. We invited 50 teachers from Tainan city and county who worked

for special education to participate this study as fi gure 1. The teacher worked in the inclusive class.

Figure 1 The teacher worked in the inclusive class.

300 • The 20th Asian Conference on Intellectual Disabilities


Eleven teachers were male and 39 teachers were female. 34 teachers were college/university graduates, and 16

teachers owned a master degree. 21 teachers worked in resource class, 21 teachers worked in the regular class without

students who had different disabilities, 8 teachers worked in the regular class with students with different disabilities.

Thirteen teachers also had administration work. Thirty-two teachers worked in the city, and 18 teachers worked in the

county. Teacher’s attitude and strategies about classroom management in inclusive classroom was measured using a

modifi ed teaching strategy questionnaire in Likert’s method 5 point scale, as

fi gure 2.

It was analyzed by SPSS software. There are many studies using discriminating reliability.

Figure 2 Five point scale for Questionnaire

Figure 3 the teacher use interactive teaching materials



Results:

For discriminating validity, we divided responders into two groups by total scores. Those who responded higher than

average were grouped into high score ranker, and the opposite were low score rankers. Then, we compared group

responded in each item.

Item 1 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for

Equality of Variances, p=.332 > .05, Equal variances assumed, from Independent Samples Test p=.003< .05), so item 1

is important to exist.














Equality of Variances, p=.486 > .05, Equal variances assumed, from Independent Samples Test p=.001 < .05), so item 6



Equality of Variances, p=.104 >.05, Equal variances assumed, from Independent Samples Test p=.06> .05), so item 7 is

to be deleted.





Equality of Variances, p=.141 > .05, Equal variances assumed, from Independent Samples Test p=.414> .05), so item 9

is to be deleted.

302 • The 20th Asian Conference on Intellectual Disabilities









Equality of Variances, p=.223 > .05, Equal variances assumed, from Independent Samples Test p=.001 < .05), so item

12 is important to exist.





Equality of Variances, p=.537 > .05, Equal variances assumed, from Independent Samples Test p=.0015>.05), so item






Equality of Variances, p=.004 < .05, Equal variances not assumed, from Independent Samples Test p=.000< .05), so

item 16 is important to exist.


Equality of Variances, p=.002 < .05, Equal variances not assumed, from Independent Samples Test p=.000 < .05), so




















Equality of Variances, p=.064 >.05, Equal variances assumed, from Independent Samples Test p=.003< .05), so item 23



Equality of Variances, p=.374 >.05, Equal variances assumed, from Independent Samples Test p=.000< .05), so item 24


Conclusion:

Our results showed that in different areas the integration of special education teachers in classes, Wood's structured

teaching strategy questionnaire "communication and behavior management strategy ", access to good reliability. We

recommend that future research may try to recommend expansion of Wood's in Taiwan teaching structured strategies

questionnaire in the "communication and behavior management strategy " for different areas of investigation; the

other can also try teaching strategies to the overall structure of the questionnaire survey to establish an integration of

special education classes for teachers in the domestic structured teaching strategy questionnaire.

Reference:

Wood, F. H. (1991). Cost/Benefi t Considerations in Managing the Behavior of Students with Emotional/Behavioral

Disorders. Preventing School Failure, 35(2), 17-23.

structured strategies in the discrimination of inclusive ...average were grouped into high score...

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