桌遊融入特殊生教育輔導之探究

摘要由於身心障礙學生被安置在普通班中，對普通班任課教師而言是一大挑戰和負荷。研究者於教育現場發覺特殊生因本身特質的特殊性，特殊生不論是在社會適應，或是人際互動上都出現明顯適應上的困難，故本研究旨於探討桌遊媒材融入特殊生教育輔導之探究。本研究主要採用質性研究方式，於教育實務現場中，探討教師對於規劃與帶領桌遊團體輔導與教育的相關經驗，瞭解國小特殊生參與桌遊團體輔導與教育情形，以及探討教師如何面對與因應歷程中相關困境與挑戰提出研究結論。針對六位教師進行半結構式訪談，藉由桌上遊戲來激發特殊生學習動機，提高學習專注力之運用，增加人際互動能力，以促進融合教育發展。本研究結果為：一、桌遊融入可以帶來人際適應欠佳的大多數成員在「動機提升」「學習規範」的表現有些提升。二、桌遊融入歷程中運用桌遊與輔導，可為人際適應欠佳特殊生之人際互動帶來良性轉變，破冰、競爭、合作等媒材能融入歷程中之小團體。三、桌遊融入歷程中運用桌遊與輔導，可為人際適應欠佳特殊生帶來學習成長。根據研究結果給予後續相關實務上之建議。關鍵字：桌遊介入、特殊教育輔導、桌遊團體輔導

關鍵字

桌遊介入；特殊教育輔導；桌遊團體輔導

並列摘要

Abstract Research and study of students with disabilities placed in ordinary classes shows it is a great challenge and a burden for ordinary class teachers. According to research found in the education field it is evident that special needs students have different special characteristics due to their own characters. In addition, Special needs students show they have obvious difficulties in adapting to social adaptation and interpersonal interaction with their peers, Therefore the study of merging board game into special student education and guidance activities. This study mainly adopts qualitative research method in the field of educational practice it explores teachers experience in planning and leading board game group counseling and education, understands the situation of elementary school special students participating in board game group counseling and education, and explores how teachers face and respond The relevant dilemmas and challenges in the course of the research are put forward. Conducted semi-structured interviews with six teachers, using board games to stimulate the learning motivation of special students, improve the use of learning concentration, and increase the ability of interpersonal interaction to promote the development of integrated education . The results of this study are: 1. Greater results can be achived with the integration of board games can bring about the promotion in the performance of "motivation improvement" and "learning norms" for most members who have poor interpersonal adaptation. 2. The integration of board games can bring positive changes to the interpersonal interaction of special students with poor interpersonal adaptation. Media such as ice breaking, competition, and cooperation can be integrated into small groups in the process. 3. Board game integration can bring learning growth to special students with poor interpersonal adjustment. According to the study results, give follow-up relevant practice suggestions. Keywords: Board game intervention, Special education counseling, Board game group counseling