國小輕度智能障礙學生自我決策教學成效之研究

Effects of A Curricular Program on Promoting Self-Determination Competence of Elementary School Students with Mild Intellectual Disabilities

黎彥淩(Yen-Lin Li)

指導教授 ： 趙本強

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900184

摘要

本研究旨在探討一套自編的自我決策教學方案對提昇三位國小資源班高年級輕度智能障礙學生自我決策相關技能之立即與保留的教學成效。本研究以單一受試實驗研究之多探試實驗設計的研究方法來評估學生於教學前及教學後在自我決策能力表現之差異，並輔以問卷訪談蒐集相關質性資料。本研究自編之自我決策教學方案主要內容包括自我瞭解及問題解決兩項技能。課程設計分五單元，每一單元二節課，共進行十節課的教學。在每節課中，前十五分鐘以教導自我瞭解概念為主，後十五分鐘則以教導問題解決概念為主。教學方式主要採電腦輔助教學、角色扮演、情境練習、互惠教學、繪本教學、學習單練習等方式，藉以引發學生學習動機並增進其學習成效。教學方案的效果主要透過視覺分析、C統計分析及與教師、家長與同儕的訪談資料。研究結果顯示，不論是單一受試量化的數據或質性的訪談結果皆發現，學生於接受此自我決策教學方案的訓練後，在自我瞭解及問題解決兩方面的能力均立即提昇，並能適當地保留此能力。此外，受試學生亦能將所學技巧實際應用於真實的情境中。整體而言，本研究的結果與先前研究的發現一致，亦即為輕度智能障礙學生的自我決策能力可透過有效的教學加以提升。本文最後根據研究結果提出具體的建議，以做為未來研究及教學的參考。

關鍵字

資源班 ； 輕度智能障礙 ； 自我決策 ； 教學方案

並列摘要

Purpose of this study was to investigate the effects of a curricular program on promoting the self-determination competence of three 5th- and 6th-grade students with mild intellectual disabilities in resource class. A single subject design using multiple-probe across students method was conducted to evaluate student progress across research. Both quantitative and qualitative data were collected to evaluate the effects of the program. The main objective of the curricular program developed in this study was to improve students’ self- realization and problem solving ability. The program consisted of five units, each of which was taught for two consecutive classes. The first half of class was used to teach self-realization skill whereas the bottom half was used to teach problem solving skill during each instructional session. Strategies used to carry out the program included the utilization of computer programs, role playing, scenario instruction, story telling instruction, practices and so on. Data collected were analyzed using visual analysis, c statistic method as well as feedbacks from teachers, parents, and peers. Results showed that both quantitative and qualitative data indicated the positive influence of the self-determination program. Participating students not only improved their ability on self-realization and problem solving but also were able to apply learned skills to real life situations. Overall, the findings of the study were consistent with results found in previous research, indicating that self- determination competence of students with mild intellectual disabilities can be promoted when appropriate instructional program is provided. Lastly, the study provided implications and suggestions for special education teachers and prospective researchers.

並列關鍵字

resource class ； self-determination ； mild intellectual disability ； curricular program

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