嚴重認知障礙學生學習普通教育課程之探討

On the Issue of Learning in the General Education Curriculum for Students With Significant Cognitive Disabilities

黃于庭(Yu-Ting Huang) ； 吳雅萍(Ya-Ping Wu)

《雲嘉特教期刊》 34期 (2021/11) Pp. 16-29

摘要

《十二年國民基本教育課程綱要總綱》的規範下，明訂了身心障礙學生也有權利使用普通教育課程，即使是安置在集中式特教班的嚴重認知障礙學生，其學科課程也是以普通課程為首要考量。雖然目前國內的教育政策，已提供嚴重認知障礙學生學習普通課程的權利，但如何有效教導他們學習普通教育課程，需要教學實證的支持和建議。本文先簡介美國及我國特殊教育課程模式的演變，再從嚴重認知障礙學生學習普通教育課程的系統性文獻分析的結果進行彙整與探討。

關鍵字

十二年國教 ； 嚴重認知障礙學生 ； 普通課程調整 ； 實證研究

並列摘要

Under the 12-Year Basic Education Curricula, it is regulated that special education students can access to the general education curriculum even for students with significant cognitive disabilities (SCD) who are usually studied in self-contained classroom. Although the current education policy already provided students with SCD with the right to learn the general education curriculum, the recommendations of the effective teaching strategies requires more evidence-based practice. In this paper, the researchers introduced the evolution of the special education curriculum model in the United States and Taiwan at first, and then organized and discussed the evidence from the systematic review about the studies of learning general education curriculum for students with SCD.

並列關鍵字

the 12-Year Basic Education Curricula ； students with significant cognitive disabilities ； general education curriculum adjustment ； evidence-based practice