本研究旨在探討全方位學習設計對國小六年級學習障礙學生在社會領域教材的學習成效。研究對象為兩名國小六年級學習障礙學生,研究設計採單一受試研究法的跨行為多探試設計,自變項為全方位學習設計,依變項為社會領域的學習成效(立即效果、保留效果和專注能力),共進行十二週,每週三次的教學活動。本研究以視覺分析法和C統計進行資料分析,以了解全方位學習設計對兩名學障學生在社會領域學習之效果。 研究結果發現,兩位受試者在接受全方位學習設計教學後,在立即成效、保留效果和專注能力方面,都有良好的正向效果。兩位受試者均肯定全方位學習設計,認為教學活動多樣化,可引起學習興趣,活絡課堂氣氛,加深學習印象,並增加自我對學習的主控權,提昇在社會課程的學習成效。
The aim of this research attempts to explore how universal design for learning can affect the Social Studies learning performance of the sixth graders with learning disabilities. The participants in this study were 2 sixth grade students with learning disabilities. The research design was a multiple probe design utilizing single subject research. The independent variable in this research was universal design for learning and the dependent one was the learning performance of Social Studies including the immediate effect, the retention effect and the effect on learning concentration. The whole research duration were 12 weeks 120 minutes per week. In order to clarify the relationship between universal design for learning and the Social Studies learning performance of these participants, a visual analysis and the Tryon’s C statistics were conducted for data analysis. The results of this study indicated that universal design for learning has positive effect on the Social Studies learning performance including the immediate effect, the retention effect and the effect on learning concentration. In addition, the post-study interviews indicated that both participants reported favorably on universal design for learning, as shown in the following comment: universal design for learning with multiple activities was beneficial to arousing students’ learning interest, building a positive classroom climate, and enhancing a self-directed learning to promote their learning performance of Social Studies.