The Current Status and Challenges of Resource Room in Taiwan’s Higher Education

Author Information

Fu-An Shieh, National Chengchi University, Taiwan
Ya-Ru Hsu, National Chengchi University, Taiwan
Yong-Qin Hu, National Chengchi University, Taiwan
Xing-Zi Yu, National Chengchi University, Taiwan

Abstract

This study examines the current practices and challenges of resource classrooms in Taiwan’s higher education by interviewing seven special education and counseling professionals from three institutions. From frontline perspectives, it explores the service content, institutional difficulties, and directions for future development.

Using a qualitative approach, the study adopts Braun and Clarke’s (2006) thematic analysis, supported by NVivo software for data coding and categorization. Thematic analysis identified seven key themes: (1) staffing and administrative overload; (2) diverse and highly individualized student needs; (3) uneven cross-departmental collaboration; (4) tensions in parental involvement; (5) emotional exhaustion and high turnover risk among frontline staff; (6) misalignment between special admissions and service capacity; and (7) the need for integrated and flexible support systems.
This study revealed significant differences among the three institutions. One key difference was related to student' use of their special education status. In low-prestigious institutions, students were more likely to use their disability status to request academic leniency or special treatment. In contrast, students from high prestigious institutions were generally more able to benefit from the available support services to enhance their academic learning.
These findings align with existing literature, highlighting the ongoing gap between policy design and practical operation. Based on these insights, the study recommends increasing personnel, enhancing interdepartmental coordination, clarifying family-school roles, and establishing stronger transition and emotional support systems.This research contributes to improving sustainable and effective special education services in higher education.

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• Category: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability

Posted by James Alexander Gordon

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