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The purpose of this study was to investigate how
teachers of studentswith mental retardation in junior high
schools apply their professional competence and to explore the
difficulties they encounter when applying the professional
competence. Participants of this study were 170 junior
high school teachers of students with mental retardation in
central Taiwan area.Questionnaires wereused to collect data.The
data were analyzed by ANOVA,MANOVA,and Regressionanalysis.
Results indicated that teachers'' application of professional
competence was intact from their age and sex.Their ultimate
education has significant influence on their application of
formative assessment in analyzing the effectiveness of their own
teaching.Their training background and previousteaching
experience either in regular or in special education also have
noticeable influence of their application of their professional
competence. The difficulties the teachers encountered were
the following: (a)students''individual differences, (b)teachers''
lack of professional competence,(c)lack of appropriate
materials, (d)lack of suitable tests, (e)students''parents''
unwilling to cooperate, (f)lack of communication between special
education classes and regular classes,and so on. Some
suggestions were provided for teachers of students with mental
retardation,teacher training organizations,the educational
authority,and further research.
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