The Study of Remedial Education for the Disadvantaged Students of Compulsory Education Author: Li-Yu Hung(National Taiwan Normal University)

Vol.&No.：Vol. 46, No. 1
Date：April 2001
Pages：45-65
DOI：10.3966/2073753X2001044601003

Abstract：

This study surveyed the experience of teaching disadvantaged students from 838 teachers taught in compulsory education stage. Three major categories of disadvantaged students were concluded from ten kinds of disadvantaged cases found in schools: family disadvantaged, cultural disadvantaged, and aboriginal students. The implementation of the remedial strategies in the class was more frequently reported by teachers than the school-wide implementation of remedial education programs. Remedial instruction after school, extracurricular club, and group counseling were the highest implemented programs in school-wide remedy, and encouraging students, helping students accepted by peers, individual help or tutoring, and intended arrangement of the seat in the class were highly used by teachers in the class. However, the frequent-used remedial programs or strategies were found not necessary to be more effective, and the most effective one is not necessary to be time- or effort- consuming. The recommendations of remedial education programs in Taiwan were made on the basis of the findings.

Keywords：aboriginal,cultural disadvantage,disadvantaged students,family disadvantage,remedial education

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