國小注意力缺失過動症學生之學校支持、教學調整及教養策略之調查研究

A Study of School Support, Instructional Adaptations, and Family Educational Adaptations with ADHD Students in Elementary Schools

孟瑛如(Ying-Ru Meng) ； 陳秀鳳(Hsiu-Feng Chen) ； 謝瓊慧(Chiung-Hui Hsieh)

《特教論壇》 11期 (2011/12) Pp. 45-58

https://doi.org/10.6502/SEF.2011.11.45-58

摘要

The major of this study was to investigate elementary teachers' instructional adaptations and Family educational adaptations for ADHD students. The major way of the research is questionnaire survey with the ”Elementary students Attention Investigation Questionnaire”. The sampling way of this study was stratified random sampling. The object of the study was 224 teachers and 189 parents for ADHD students. The finding of the study as follow: In school, most of school support services are teacher counsels, parents and teachers communication, modulate examination time, distribute ADHD students to the teachers who have special education background. In class, most of teachers use these instructional adaptations below: make ADHD students seat away from interference, give encourage at the right moment, give example and practice opportunities. And about parents, most of them use clear instructions and regular lifestyle to manage ADHD children behavior. ADHD parents were less involved in counseling or related activities, the reasons are too busy to have time in activities, or without the information, can't find the appropriate courses and activities, feeling no real assistance. About needs, teachers and parents need most are both the behavior problems solve skills.

關鍵字

注意力缺失過動症 ； 學校支持 ； 教學調整 ； 教養調整

並列摘要

The major of this study was to investigate elementary teachers' instructional adaptations and Family educational adaptations for ADHD students. The major way of the research is questionnaire survey with the ”Elementary students Attention Investigation Questionnaire”. The sampling way of this study was stratified random sampling. The object of the study was 224 teachers and 189 parents for ADHD students. The finding of the study as follow: In school, most of school support services are teacher counsels, parents and teachers communication, modulate examination time, distribute ADHD students to the teachers who have special education background. In class, most of teachers use these instructional adaptations below: make ADHD students seat away from interference, give encourage at the right moment, give example and practice opportunities. And about parents, most of them use clear instructions and regular lifestyle to manage ADHD children behavior. ADHD parents were less involved in counseling or related activities, the reasons are too busy to have time in activities, or without the information, can't find the appropriate courses and activities, feeling no real assistance. About needs, teachers and parents need most are both the behavior problems solve skills.

並列關鍵字

Attention Deficit Hyperactivity Disorder(ADHD) ； Support service ； instructional adaptations ； Family educational adaptations

參考文獻

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