「行事曆系統」在盲聾生時間概念教學之行動研究__臺灣人文及社會科學引文索引資料庫

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題名：	「行事曆系統」在盲聾生時間概念教學之行動研究
書刊名：	特殊教育學報
作者：	曾怡惇
作者(外文)：	Tseng, Yi-tun
出版日期：	2013
卷期：	38
頁次：	頁55-82
主題關鍵詞：	盲聾生；行事曆系統；時間概念；Deaf-blind students；Calendar system；Time concept
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:6 點閱:23

本研究是以「行事曆系統」為主要教學策略，採盲用筆記型電腦為溝通互動輔具，並佈置實物教學材料於行事曆箱中，於溝通互動情境，教導盲聾生時間概念詞彙。研究目的為探討盲聾生學習時間概念之表現情形，以及教師使用「行事曆系統」教學策略的心得與反思。研究參與者有二位，一位為明眼的惠明學校盲聾部特教教師，一位為11歲的先天盲聾學生。研究方法採行動研究法，分析師生溝通對話內容，瞭解「行事曆系統」教學策略之可行性。研究結果發現「行事曆系統」不僅有助盲聾生學習時間概念，人際互動的接觸範圍也擴大，對話表達之平均句長增加。同時也發現，在教導盲聾生操作電腦文書處理系統時，如果以行事曆系統的時間順序概念導入，盲聾生很容易理解電腦操作流程，學會電腦文書編輯的方法；甚至，在數學文字題的解題，因為用人物貼片的表徵方式說明題目，盲聾生更容易掌握題意，以完成解題的工作。

以文找文

The aim of this study was to explore the effectiveness of using a calendar system in teaching time concept to a deaf-blind student and to report the teacher's feedbacks and reflections. The main participants were an 11-years-old deaf-blind student and a teacher from a private special school for deaf-blind students. The research tools used included a calendar system, including real teaching objects in the calendar box for time concept instruction, and a laptop computer designed for interaction and communication use. Research methodwas action research methology. Interactions between the teacher and student were analyzed to understand the accessibility of teaching strategies of the calendar system. Research finding was that the calendar system not only expanded the deaf-blind student's understanding of time concept, interpersonal interaction range, and expressive mean length of utterance (MLU), but also increased his understanding and executing of the computer word processing system. Furthermore, the study also found that it was easier for the deaf-blind student to understand the meaning of math questions and to answer the questions when the teacher used character/person sticks in presenting math questions.

以文找文

期刊論文
1.	Bruce, S. M.(2005)。The application of werner and kaplan's concept of "distancing" to children who are deaf-blind。Journal of Visual Impairment & Blindness，99(8)，464-477。
2.	Gomez, P.(2013)。Linguistic development in people with congenital deafblindness: Assessing potentials for learning during interaction。Deafblind International Review，51，8-12。
3.	曾怡惇(20100600)。盲聾生的溝通與輔具之探討。國小特殊教育，49，53-61。延伸查詢
4.	Bruce, S. M.(2007)。Using action plans to support communication programming for children who are deafblind。RE:view，39(2)，71-83。
5.	MacFarland, S. Z. C.(1995)。Teaching strategies of the van Dijk curricular approach。Journal of Visual Impairment and Blindness，89(3)，222-228。
6.	Bourquin, E.、Sauerburger, D.(2005)。Teaching deaf-blind people to communicate and interact with the public: Critical issues for travelers who are deaf-blind。RE:view: Rehabilitation Education for Blindness and Visual Impairment，37(3)，109-116。
7.	Bruce, S.、Godbold, E.、Naponelli-Gold, S.(2004)。An analysis of communicative functions of teachers and their students who are congenitally deafblind。RE:view: Rehabilitation Education for Blindness and Visual Impairment，36(2)，81-90。
8.	Correa-Torres, S. M.(2008)。Communication opportunities for students with deafblindness in specialized and inclusive settings: A pilot study。RE: view: Rehabilitation Education for Blindness and Visual Impairment，39(4)，197-205。
9.	Engleman, M. D.、Griffin, H. C.、Wheeler, L.(1998)。Deaf-blindness and communication: Practical knowledge and strategies。Journal of Visual Impairment & Blindness，92(11)，783-798。
10.	McLetchie, B. A. B.、MacFarland, S. Z. C.(1995)。The need for qualified teachers of students who are deaf-blind。Journal of Visual Impairment & Blindness，89(3)，244-248。
11.	Tender, N. E.、Warden, K.(1993)。Prelanguage communication of students who are deaf-blind and have other severe impairment。Journal of Visual Impairment and Blindness，87(8)，302-315。
12.	Rowland, C.、Schweigert, P.(1997)。Research to practice focus on hands-on problem solving skills for children with deaf-blindness。Deaf-Blind Perspectives，5，3-10。
13.	Janssen, M. J.、Riksen-Walraven, M. J.、van Dijk, J. P. M.(2003)。Contact: effects of an intervention program to foster harmonious interactions between deaf-blind children and their educators。Journal of Visual Impairment & Blindness，97(4)，215-229。
14.	Janssen, M. J.、Riksen-Walraven, M. J.、van Dijk, J. P. M.(2004)。Enhancing the interactive competence of deafblind children: Do intervention effects endure?。Journal of Development and Physical Disabilities，16(1)，73-94。
15.	Janssen, M. J.、Riksen-Walraven, M. J.、van Dijk, J. P. M.(2006)。Appling the diagnostic intervention。Journal of Visual Impairment & Blindness，100(2)，91-105。
16.	Randall, A.、Birge B.、Bruce, S.(2008)。Colby's growth language and literacy: The achievements of a child who is congenitally deafblind。Teaching Exceptional Children Plus，5，1-12。
17.	van Dijk, J.(1998)。History and change in the education of children who are deaf-blind since the rubella epidemic of the 1960s: Influence of methods developed in the Netherlands。Deaf-Blind Perspectives，5(2)，20-24。

會議論文
1.	林玉霞(2004)。盲聾雙障者的功能性溝通技巧評估。2004視覺障礙教育國際學術研討會。臺南：國立臺南大學視障教育與重建中心。(7)1-(7)20。延伸查詢

圖書
1.	Miles, B.(2003)。Talking the language of the hands to the hands。The important of hands for the person who is deafblind。
2.	van Dijk, J.(1977)。Introduction: What we have learned in 12½ years: Principles of deaf-blind education。Confrontation between the young deaf-blind child and the outer world: How to make the world surveyable by organized structure。Liss, Netherlands：Swets & Zeitlinger。
3.	Bloom, L.(1993)。The transition to language。The transition from infancy to language: Acquiring the power of expression。New York, NY：Cambridge University Press。
4.	Blaha, R.(2001)。Calendars for students with multiple impairments including deafblindness。Texas School for the Blind and Visually Impaired。
5.	Chen, D.、Downing, J. E.(2006)。Tactile strategies for children who have visual impairments multiple disabilities: Promoting communication and learning skills。New York, NY：AFB Press。
6.	van Uden, A. M. J.(1977)。A world of language for deaf children。Lisse：Swets & Zeitlinger。
7.	Werner, H.、Kaplan, B.(1963)。Symbol formation: An organismic-developmental approach to language and expression of thought。New York, NY：John Wiley & Sons。
8.	Borich, Gary D.、郝永崴、鄭佳君、何美慧、林宜真、范莎惠、陳秀玲(2007)。有效教學法。臺北市：五南圖書出版社股份有限公司。延伸查詢
9.	潘淑滿(2005)。質性研究：理論與應用。臺北：心理出版社。延伸查詢
10.	Cazden, C. B.(2001)。Classroom discourse: The language of teaching and learning。Portsmouth, NH：Heinemann。

其他
1.	Nicholas, J.(2010)。From active touch to tactile communication: What's tactile cognition got to do with it?，http://www.deafblindinternational.org/PDF/Active%20Touch%20Article.pdf。

圖書論文
1.	Ainsworth, M. D. S.、Bell, S. M.、Stayton, D. J.(1974)。Infant-mother attachment and social development: "Socialization" as a product of reciprocal responsiveness to signals。The integration of a child into a social world。Cambridge, England：Cambridge University Press。
2.	van Dijk, J.(1986)。An educational curriculum for deaf-blind multihandicapped persons。Sensory impairments in mentally handicapped people。London：Croom-Helm。
3.	Werner, H.、Kaplan, B.(1988)。On developmental changes in the symbolic process。Child language: A reader。New York, NY：Oxford University Press。
4.	Miles, B.、Reggio, M.(1999)。Understanding deafblindness。Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind。Watertown, MA：Perkins School for the Blind。
5.	Miles, B.(1999)。What is communication?。Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind。Watertown, MA：Perkins School for the Blind。

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