The Attitude Of Teachers In The School Of The City Of Dalian (city) To The IEP

Individualized educational program(IEP)is a footstone of special education.It is important for the development of special education.At present studies on IEP in school for developmentally challenged students are mainly on theory level and rarely on teachers’ participation,mainly in theory investigation or experience summarization and rarely in empirical study.This study conducted a survey in a random simple from four schools for developmentally challenged students in Dalian by using author-designed attitude questionnaire,with the aim to enquire into teachers’ attitude in IEP,analyze the influential factors and make some suggestion.The study found that teachers’ attitude in IEP is generally positive.the cognition component is the highest,followed by the behavioral intention and the emotion component.The relatively positive attitude may mainly result from teachers’ high level of cognition of IEP,the emotion component is the most vulnerable part of teachers’ attitude in IEP.Teachers’ gender,years of teaching experience,participation experience and the position of class tutor significantly affected their attitude,while teachers’ education background and the grade they teach had no significant effect.According to the result of this study,the author put forward three suggestions:first,enrich teachers’ knowledge of IEP.Second,satisfy teachers’ need to improve their positive emotions.Third,make self-adaption to positive behavioral intentions.