提升高職特教班學生自我決策能力成效之研究－從做中學之教學模式

趙本強

doi:10.6768/JSE.201106.0093

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P93 - 124

社会科学 > 教育学

DOI： 10.6768/JSE

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提升高职特教班学生自我决策能力成效之研究－从做中学之教学模式

A Study of Promoting Self-Determination Skills of Vocational High School Students with Disabilities-A Learning by Doing Teaching Model

赵本强(Pen-Chiang Chao)

特殊教育学报； 33 期 (2011 / 06 / 01) ， P93 - 124

繁体中文 DOI： 10.6768/JSE.201106.0093

自我决策；身心障碍；高职特教班；从做中学；课程教学； high school students ； disabilities ； self-determination ； special education class ； learning by doing ； curriculum

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摘要 │ 参考文献 (51) │ 被引用文献 (3) │ 国际计量

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The purpose of this study was to develop a self-determination curriculum emphasizing behavioral practices and examine its effects on promoting self-determination skills of students with disabilities. Participants were 80 students with intellectual disabilities and autism, recruited from two vocational high schools and assigned to an experimental group (n=41) and a control group (n=39) based on the school they attend. Students in the experimental group received a total of 16 sessions of instruction. ”Learning by Doing Self-Determination Curriculum” based on the conceptualizations of learning by doing, discovery learning, and scaffolding was developed to help students acquire self-determination skills through the process of exercising decision-making, problem-solving, and autonomy behaviors. Strategies teachers used to facilitate learning included explicit explanations, modeling, feedbacks, and independent practices. Effects of the curriculum were assessed by using analyses of variance and covariance to analyze students' scores on the Arc's Self-Determination Scale and the Self-Determination Scale for High School Students. Interviews with students and teachers were also employed to evaluate effects of the curriculum. Results showed that the experimental group's posttest scores were significantly higher than its pretest scores on both scales. This situation, however, was not observed in the control group. Results also showed that using the pretest as the covariate, students in the experimental group significantly outperformed their counterparts in the control group on both scales. Participants interviewed all showed positive attitudes toward the curriculum and its effects on promoting students' skills. Findings of the study suggest that high school students with intellectual disabilities and autism can improve their self-determination skills through the learning by doing teaching model.

参考文献 ( 51 ) 〈TOP〉

赵本强(2009)。自我决策课程对国小高年级资源班学生教学成效之研究。特殊教育学报，29，111-136。
连结：
Abery, B. H.,Rudrud, L.,Arndt, K.,Schauben, L.,Eggebeen, A.(1995).Evaluating a multicomponent programfor enhancing the self-determination of youth with disabilities.Intervention in School and Clinic,30,170-179.
Agran, M.,Blanchard, C.,Wehmeyer, M.,Hughes, C.(2002).Increasing the problem- solving skills of students with developmental disabilities participating in general education.Remedial and Special Education,23,279-288.
Bruner, J. S.(1976).The process of education.Cambridge, MA:Harvard University Press.
Burstein, K.,Bryan, T.,Chao, P. C.(2005).Promoting self-determination skills among youth with special health needs using participatory action research.Journal of Developmental and Physical Disabilities,17,185-201.

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