多感官教學對國小在家教育多重障礙學生溝通行為之研究

A Study of Multisensory teaching on Communication Behaviors of Primary School student with Multiple Disabilities in Homebound Education

李孟慈(MENG-CIH LI)

指導教授 ： 康龍魁

中臺科技大學/護理學院/文教事業經營研究所/碩士(2019年)

摘要

本研究旨在探討多感官教學活動的實施對國民小學在家教育多重障礙學生其溝通行為改變之歷程。本研究採行動研究，以一名新竹縣在家教育多重障礙學生為研究對象，針對此對象規劃多感官活動，進行八週共16節次之多感官教學。
透過研究者的觀察紀錄與教學省思、研究者與研究諍友的討論及學生所安置之機構社工、護理人員訪談資料，進行質性分析，統整後歸納本研究之發現與結果，獲得以下結論：多感官教學可提昇國小在家教育多重障礙學生之溝通行為的表現；多感官教學行動研究歷程可促進教師專業成長。

關鍵字

多感官教學 ； 在家教育 ； 多重障礙 ； 溝通行為

並列摘要

The purpose of this study was to explore the changing process of multisensory teaching activities on communication behaviors of the primary school student with multiple disabilities in homebound education. The study adopted action research method, was sampled of a primary school student with multiple disabilities in homebound education of Hsinchu. Designed multisensory activities and conducted 16 times multisensory teaching in 8 weeks for the object.
Data collected through the observation record and the teaching reflection of the researcher, the discussion between the researcher and the research friend and the interview information of the social workers and nursing staff of the nursing facility where the object placed in. After the qualitative data analyzed, the finding and the results of this study was generalized. Results showed that multisensory teaching can improve the performance of communication behaviors of primary school student with multiple disabilities in homebound education；multisensory teaching action research process can promote teacher’s professional growth.

並列關鍵字

Multisensory teaching ； Homebound Education ； Multiple Disabilities ； Communication Behaviors

參考文獻

參考文獻

壹、中文部分

丁凡（譯）（1998）。多感官學習—克服學習困難的教學原則與應用(原作者：Olivier C.、Bowler R.)。臺北市：遠流。

內政部（2015）。身心障礙者權益保障法。臺北市： 內政部。

王惠嬿（2016）。多感官教學對提升智能障礙幼兒認知成效之研究(未出版之碩士論文)。國立臺東大學，臺東縣。