促進國小自足式特教班一年級學生統合之行動研究

外文標題: 
An Action Research of Integration for First Grade Students in Self-Contained Special Class of Elementary School
校院系所: 
臺北市立教育大學 特殊教育學系身心障礙教育教學碩士學位班
指導教授: 
陳淑瑜
出版年份: 
2009年
主題類別: 
摘要: 

本研究藉由行動研究探討促進國小自足式特教班一年級學生統合的歷程。在研究者與自足式特教班其他老師的共同合作下,讓自足式特教班學生輪流與許多普通、資優班學生一起上統合活動課程,並且以活動本位介入法概念設計課程內容,及運用同儕教導、合作教學、合作學習的教學策略,讓特教班內一年級學生達到溝通、社交、上課規矩、肢體動作等能力之提升。本研究的發現如下: 一、強強: 強強在期初統合課中曾發生睡著、躺地板、發呆、上課不守規矩等情形,教師因此持續調整愛心小天使的協助方法,使強強遵從小天使協助的態度慢慢改善,愈趨融入上課情境中。此外教師同時在不同課程中使用各種合作教學模式,如一主教與一協教、分站教學等,以及合作教學中的小組遊戲競賽法,均提高強強的上課參與度,期末打同學、尿褲子、擅自離開教室的行為消失,躺地次數銳減,期初設定的多數學習目標均能達到甚至比預期佳。 二、秀秀: 秀秀在期初統合課的配合度時好時壞,令教師們感到困惑,決定持續觀察並增加教師介入指導,過程中持續調整小天使協助的程度,因此秀秀對於統合活動課的適應性逐漸提升,期中能接受某位小天使協助握筆塗色,對中午清潔活動的排斥時間也縮短。教師們也同時在合作教學、小組遊戲競賽法中持續調整上課氣氛與方式,讓秀秀得到更多指導及改變普通學生對她的成見。期末秀秀能在統合體育、美勞、狗醫生課及精細動作訓練中接受小天使的協助進行活動,與他人互動的方式從抓、扯、推人改以抱、牽人的行為居多。

外文摘要: 

The purpose of this study was to explore the progress of two first grade students in special class of the elementary school participating in integrated education through the action research. Under the cooperation of the researcher and other teachers of the special class, these two students were given the integration activities with students in general and gifted classes by turns. The researcher and teachers designed the curriculum contents based on activity-based intervention, the teaching strategies of peer tutoring, collaborative teaching, and cooperative learning to promote students abilities of communication, social relationships, routines following, and body movements. The findings of this study were listed as follows: 1.Ciang Ciang had behavior problems at the beginning of the school term. The teachers gradually adjusted peer tutors training to help Ciang obey assistants instructions. In addition, the teachers used all kinds of educational models, such as one teaching-one assisting, station teaching, and teams-games tournaments etc. to enhance Ciang’s participance. Eventually, Ciang well-behaved himself by the end of the school term. He reached most of the learning goals. 2.Siou Siou had confused the teachers at the beginning of the school term because of her unstable adaptability. The teachers observe behaviors her continually, adjusted instructions and peer tutoring. As the result, Siou had progressed in integration activities. The teachers also changed the atmosphere and ways of collaborative teaching and teams-games tournaments. Siou gained friendship from peer tutors. By the end of the school term, she was able to under assistance of peer tutors participate in many integration activities. She made big change from scratching and pushing others to hugging and holding hands with others in interaction.