Teacher's Concern about Inclusive Education
Abstract: This research study examines the extent to which school teacher’s perception about inclusive education and training needs of regular public school teachers in Kaohsiung City, Taiwan in order to efficiently teach students with special needs. A discrepancy analysis model was used to determine the training needs of the public school teachers. Data were analyzed using descriptive statistics. The domains needed most strengthening in three areas were: assessment of students with disabilities, professional knowledge of special education, and collaboration skills for working with other school professionals. The implications for teacher training in Kaohsiung City, Taiwan were discussed in terms of the different models that could improve teachers’ quality for inclusive education.