重度視覺障礙學生在學科能力測驗常因自身障礙導致評量成效不佳,尤其是在數學科,如能善用有效的評量調整,或許能克服自身的障礙,發揮自己的能力。因此本研究在評量重度視障生作答數學科圖題時,除了一般評量調整外,外加口述影像圖形解說,主要目的有二,(1)探討重度視覺障礙學生使用點字紙本試題、立體圖形加上口述影像對其在數學科圖題理解表現之成效及(2)分析重度視覺障礙學生使用語音撥放試題、立體圖形加上口述影像對其在數學科圖題理解表現之成效。 本研究採單一受試研究之撤回設計(A-B-A)方式進行,以兩位重度視障生為對象,透過基線期(A1)、介入期(B)、基線期(A2)三階段之實作觀察評量蒐集資料並進行分析。本研究得到結論如下: 一、外加口述影像說明對於重度視障生在數學科二維圖形之圖題理解有成效,且每題平均作答時間也較未外加口述影像時低。 二、外加口述影像說明對於重度視障生在數學科三維圖形之圖題理解有成效, 且每題平均作答時間也較未外加口述影像時低。
Severely visually disabled students were disadvantaged, especially in math performance, due to physical obstacle and the way they were assessed. In order to enhance their performance, the present study proposed to incorporate audio-descriptions to math problems as effective assessment accommodation.. Therefore, the purposes of study are to gauge the effectiveness of 1) braille test accompanied by 3-D graphics and additional audio descriptions, and 2) audio test, accompanied by 3-D graphics and additional audio descriptions on severely visually-impaired students’ understanding of math graphics In this study, a single-subject research design was adopted and two severely visually-impaired students participated. Data were collected and analyzed through three phases, including baseline (A1, A2) and intervention (B1). The results showed that the provision of additional audio description worked well on both participants’ understanding of two-dimensional and three-dimensional graphs, and their response time per test item was around average as compared to that when they were tested without the accommodations.