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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
| Oral Presentation |
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
Passing from Freedom to Happiness • 301
| Oral Presentation |
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.
Item 2 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.802 > .05, Equal variances assumed, from Independent Samples Test p=.003< .05), so item 2
is important to exist.
Item 3 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.186 > .05, Equal variances assumed, from Independent Samples Test p=.000< .05), so item 3
is important to exist.
Item 4 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.314 > .05, Equal variances assumed, from Independent Samples Test p=.003< .05), so item 4
is important to exist.
Item 5 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.891 > .05, Equal variances assumed, from Independent Samples Test p=.001< .05), so item 5
is important to exist.
Item 6 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.486 > .05, Equal variances assumed, from Independent Samples Test p=.001 < .05), so item 6
is important to exist.
Item 7 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.104 >.05, Equal variances assumed, from Independent Samples Test p=.06> .05), so item 7 is
to be deleted.
Item 8 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.162 > .05, Equal variances assumed, from Independent Samples Test p=.002 < .05), so item 8
is important to exist.
Item 9 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
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
| Oral Presentation |
Item 10 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.40 > .05, Equal variances assumed, from Independent Samples Test p=.001 < .05), so item 10
is important to exist.
Item 11 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.403 > .05, Equal variances assumed, from Independent Samples Test p=.00 < .05), so item 11
is important to exist.
Item 12 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.223 > .05, Equal variances assumed, from Independent Samples Test p=.001 < .05), so item
12 is important to exist.
Item 13 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.833 > .05, Equal variances assumed, from Independent Samples Test p=.000 < .05), so item
13 is important to exist.
Item 14 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.537 > .05, Equal variances assumed, from Independent Samples Test p=.0015>.05), so item
14 is important to exist.
Item 15 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.350 > .05, Equal variances assumed, from Independent Samples Test p=.000 < .05), so item
15 is important to exist.
Item 16 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.004 < .05, Equal variances not assumed, from Independent Samples Test p=.000< .05), so
item 16 is important to exist.
Item 17 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.002 < .05, Equal variances not assumed, from Independent Samples Test p=.000 < .05), so
item 17 is important to exist.
Item 18 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.005 < .05, Equal variances not assumed, from Independent Samples Test p=.000 < .05), so
item 18 is important to exist.
Item 19 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.883 > .05, Equal variances assumed, from Independent Samples Test p=.007 < .05), so item
19 is important to exist.
Item 20 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.001 < .05, Equal variances not assumed, from Independent Samples Test p=.006 < .05), so
item 20 is important to exist.
Passing from Freedom to Happiness • 303
| Oral Presentation |
Item 21 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.159 > .05, Equal variances assumed, from Independent Samples Test p=.000 < .05), so item
21 is important to exist.
Item 22 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.077 > .05, Equal variances assumed, from Independent Samples Test p=.001 < .05), so item
22 is important to exist.
Item 23 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.064 >.05, Equal variances assumed, from Independent Samples Test p=.003< .05), so item 23
is important to exist.
Item 24 proved to be signifi cant difference in response between high score and low score ranker. (Levene's Test for
Equality of Variances, p=.374 >.05, Equal variances assumed, from Independent Samples Test p=.000< .05), so item 24
is important to exist.
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.