[[alternative]]Current Status and Teaching Needs of Gender Equity Education for the Elementary Special Classes in Taipei

[[abstract]]The main goal of research was to explore the current status of gender equity education in elementary special classes. This research employed a questionnaire as a research instrument, targeting the subject at 426 teachers who served in the special classes of the public and private elementary schools both in Taipei City and County. Based on the retrieved effective sample of the working 231 questionnaires, the primary conclusions of this research are specified as follows: 1. 65% of the elementary special classes in Taipei City and County implement gender equity education while the rest of them do not. 2. As high as 87% of the teachers considered the course’s summaries and instructing materials for the elementary special classes needed to be modified and project further to accommodate to their needs. 3. Degree of teaching needs showed a significant difference in the aspects of the “Course and Instructing Material”, and “Administrative Support”; the requiring degree of the female teachers were much higher than that of the male teachers in whole prospect. 4. In factors of “Instruction Method”, the eligible teacher at the regular class transferred to serve in the special education group or other groups without special education training, and the teacher who graduated from Department of Special Education, his/her degree of teaching needs was higher than who graduated from the special education research institute or graduated from 40 credits of special education class, or the class of special education and post-graduated qualified teacher; it showed a significant difference. 5. Teaching needs of the “Taking the-on-job course”, in Taipei City are higher than Taipei County and its subordinate units (village or town); it showed a significant difference.