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題名：因應個別障礙學生普通教育課程與教學調整方案之試探研究--以宜蘭縣國小輕度障礙學生為例
書刊名：東臺灣特殊教育學報
作者：林坤燦 引用關係／郭又方
作者(外文)：Lin, Kun-tsan／Kuo, Yu-fang
出版日期：2004
卷期：6
頁次：頁33-64
主題關鍵詞：融合教育；輕度障礙學生
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:45
  • 點閱點閱:70
本研究目的係針對國小障礙學生之特殊需求，參酌相關文獻與實務經驗，嘗試研訂一套具體可行的「普通教育課程與教學調整方案」；再採試探性研究程序，選擇數名國小障礙學生，介入該方案一段期間之後，觀察及分析該方案之試探成效。本研究對象選取宜蘭縣國小輕度障礙學生四人（三名輕度智障、一名學習障礙），介入該方案並持續十週期間。本研究主要結果如下： 1.已研訂完成一套具體可行之普通教育課程與教學調整方案；該方案六項調整內容，分別為：「研擬與修訂IEP」、「調整課程計畫」、「調整教材教法」、「調整學習行為」、「調整學習環境」及「使用教學與輔助科技」等。該方案確頗為周詳完整，惟六要項調整過程仍存有若干問題。 2.已分別完成本研究對象四個案分析案例，四個案皆呈現有漸次進步的學習成效，可見得該方案頗適用於輕度障礙學生之教導與學習。 3.由於該方案的介入，四個案教師反應在課程與教學的實施上，著實具有明確的方向可依循。另該調整方案能讓教師與家長充分瞭解四個案的學習狀況與進度，建立較為合理的期待，同時也深獲親師的認同與支持。
The study contains two consecutive stages:1.to develop the curriculum & instruction adaptations program；2.to conduct a pilot study on the four target subjects (one LD & three MMR) for 10 weeks during the semester. The major findings were as follows: 1. This program included six parts: “IEP”, “curriculum adjustment plan”, “material and instruction adjustment”, “learning behavior modification”, “learning environment modification” and “using teaching and assistive technology”. This well design program still had several problems in these six parts modification process. 2. This program showed significant improves for 4 subjects with mild disabilities. 3. This program provided four teachers more concretize direction to follow .This program let teachers and parents more understood these subjects' learning situation and progress .Thus would enable them to make reasonable expectation and support each other.
期刊論文
1.Kauffman, J.M.(2002)。Preparing teachers for full inclusion: Is it possible?。Teacher Educator，37(3)，202-215。  new window
2.Johns, B. H.、Crowley, E. P.、Guetzloe, E.(2002)。Planning the IEP for students with emotional and behavioral disorders。Focus on Exceptional Children，34(9)，1-12。  new window
3.Hitchcock, C.、Meyer, A.、Rose, D.、Jackson, R.(2002)。Providing new access to the general curriculum universal design for learning。Teaching Exceptional Children，35(2)，8-17。  new window
4.King-Sears, M. E.(2001)。Three steps for gaining access to the general education curriculum for learners with disabilities。Intervention in School and Clinic，37(2)，67-76。  new window
5.Weiss, M. P.、Lloyd, J.(2003)。Conditions for co-teaching: Lessons from a case study。Teacher Education and Special Education，26(1)，27-41。  new window
6.Michael, L. W.(2003)。Defining mental retardation and ensuring access to the general curriculum。Education and Training in Developmental Disabilities，38(3)，271-282。  new window
7.Agran, M.、Alper, S.、Wehmeyer, M.(2002)。Access to the general curriculum for students with significant disabilities: What it means to teachers。Education and Training in Mental Retardation and Developmental Disabilities，37，123-133。  new window
8.McLeskey, J.、Waldron, N. L.(20020101)。Inclusion and school change: Teacher perceptions regarding curriculum and instructional adaptations。Teacher Education and Special Education，25(1)，41-54。  new window
9.Udvari-Solner, A.(1996)。Examining teacher thinking: Constructing a process to design curriculum adaptations。Remedial and Special Education，17，245-254。  new window
10.Wehmeyer, M. L.、Lance, G. D.、Bashinski, S.(2002)。Promoting access to the general curriculum for students with mental retardation: a multi-level Model。Education and Training in Mental Retardation and Developmental Disabilities，37(3)，223-234。  new window
11.Stough, L. M.、Palmer, D. J.(2003)。Special thinking in special settings: A qualitative study of expert special educators。Journal of Special Education，36(4)，206-222。  new window
12.Fisher, D.、Frey, N.、Thousand, J.(2003)。What do special educators need to know and be prepared to do for inclusive schooling to work?。Teacher Education and Special Education，26(1)，42-50。  new window
13.Hobbs, T.、Westling, D. L.(2002)。Mentoring for inclusion: a model class for special and general educators。The Teacher Educator，37(3)，186-201。  new window
14.Nowacek, E. J.(1992)。Professionals talk about teaching together。Intervention in School and Clinic，27，262-276。  new window
15.Rea, P. J.、McLaughlin, V. L.、Walther-Thomas. C.(2002)。Outcomes for students with learning disabilities in inclusive and pull-out programs。Exceptional Children，68(2)，203-222。  new window
16.Schoen, S. F.、Schoen, A. A.(2003)。Action research in the classroom: assisting linguistically different learner with special needs。Teaching Exceptional Children，35(3)，16-21。  new window
17.Vaughn, S.、Schumm, J. S.、Arguelles, M. E.(1997)。The ABCDEs of co-teaching。TEACHING Exceptional Children，30，4-10。  new window
18.Gregory, J. W.、Leon, R.(2003)。Successful inclusion: Teaching social skills through curriculum integration。Intervention in School and Clinic，38(4)，205-210。  new window
學位論文
1.蔣明珊(2002)。普通班特殊需求學生課程調整之探討及其在國語科應用成效之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.沈麗慧(2002)。普通班教師改善學習障礙兒童學習適應之行動研究(碩士論文)。國立台北師範學院。  延伸查詢new window
3.林雅芳(2001)。在有聽障生的普通班中實施合作學習─一位國小教師專業成長之質性研究(碩士論文)。國立台北師範學院。  延伸查詢new window
4.曾于真(2002)。國小資源教師和普通班教師實施合作諮詢模式之行動研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
圖書
1.Lipsky, D. K.、Gartner, A.(1997)。Inclusion and school reform: Transforming America's classrooms。Baltimore, MD：Paul H. Brookes Publishing Co.。  new window
2.Kirk, S. A.、Gallagher, J. J.、Anastasiow, N. T.(2003)。Educating exceptional children。New York：Houghton Mifflin。  new window
3.Smith, Tom E.、Polloway, Edward A.、Patton, James R.、Dowdy, Carol A.、程鈺雄(2004)。特殊教育導論--應用在融合教育的理論與實務。臺北：五南。  延伸查詢new window
4.Lerner, Janet W.(2000)。Learning disabilities: Theories, diagnosis, and teaching strategies。Houghton Mifflin Company。  new window
5.Sands, D. J.、Kozleski, E.、French, N. K.(2000)。Inclusive education in the 21st century: A new introduction to special education。Belmont, CA：Wadsworth Publishers。  new window
6.洪儷瑜(20010000)。英國的融合教育。臺北：學富文化。new window  延伸查詢new window
7.Ainscow M.(1994)。Special need in the classroom。London：Jessica Kingsley Publishers。  new window
圖書論文
1.林坤燦(2004)。九年一貫課程、特殊需求與教育調整。心理與特殊教育新論。臺北：心理。  延伸查詢new window
2.吳武典(2004)。特殊教育的基本原理。心理與特殊教育新論。台北：心理。  延伸查詢new window
 
 
 
 
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