融入教具改造之多感官課程在多重障礙學生課堂專注成效

Participation of Students with Multiple Disabilities During Multisensory Program with Adapting Teaching Aids

10.6502/SEF.2011.11.59-73

謝協君(Hsieh-Chun Hsieh)；汪姿伶(Tzu-Ling Wang)；張育菁(Yu-Ching Chang)

多感官課程 ； 多重障礙 ； 特教班 ； 單一受試實驗 ； multi-sensory program ； multiple disabilities ； special education classroom ； singlesubject research

特教論壇

11期（2011 / 12 / 01）

59 - 73

繁體中文

本研究利用多感官室的設備用來設計多感官課程以提高特教班學生學習成效，研究設計以單一受試研究法中之A－B設計來驗証多感官課程在促進學生專注於課堂參與之成效，研究對象為三位特教班多重障礙學生，每位學生接受8次的多感官課程方案。本研究蒐集之資料以單一受試實驗設計之視覺分析法，瞭解融入教具改造之多感官課程是否能有效提高多重障礙學生在課堂中抬頭注視行為的發生率。三位受試者在目視分析結果顯示多重障礙學生在多感官課程方案中，其抬頭注視行為明顯增加，並以實際之多感官課程教案分享課程設計的經驗，提供特殊教師及家長進行輔導之參考。

1. 李淑玲(2008)。多感官環境對重度與多重障礙者教育之初探。特教論壇，5，1-13。
   連結：
2. 教育部 (1999) 。身心障礙及資賦優異學生鑑定原則鑑定基準
3. Ashby, M.,Lindsay, W.,Pitcaithly, D.,Broxholme, S.,Geelen, N.(1995).Snoezelen: its effects on concentration and responsiveness in people with profound multiple handicaps.British Journal Occupational Therapy,58(7),303-307.
4. Glover, E.,Mesibov, G.(1978).An interest centre sensory stimulation programme for severely and profoundly retarded children.Education and training of the mentally retarded,13,172-176.
5. Hagger, E.,Hutchinson, R.(1991).Snoezelen: an approach to the provision of a leisure resource for people with profound and multiple handicaps.Mental Handicap,19,51-54.
6. Hsieh, H.C.(2008).Effects of ordinary and adaptive toys on pre-school children with developmental disabilities.Research in Developmental Disabilities,29,549-466.
7. Lancioni, G. E.,Cuvo, A. J.,O''Reilly, M. F.(2002).Snoezelen: an overview of research with people with developmental disabilities and dementia.Disability and Rehabilitation,24,175-184.
8. Martin, N. T.,Gaffan, E. A.,Williams, T.(1998).Behavioral effects of long-term multi-sensory stimulation.British Journal Clinical Psychology,37,69-82.
9. Matson, J.L.,Jay, W.,Bamburg, J. W.,7 Smalls, Y.(2004).An analysis of Snoezelen equipment to reinforce persons with severe or profound mental retardation.Research in Developmental Disabilities,25,89-95.
10. McKee, S. A.,Harris, G. T.,Rice, M. E.,Silk, L.(2007).Effects of a Snoezelen room on the behavior of three autistic clients.Research in Developmental Disabilities,28(3),304-16.
11. Minner, D.,Hoffstetter, P.,Casey, L.,Jones, D.(2004).Snoezelen activity: the Good Shepherd Nursing Home experience.Journal of Nursing Care Quality,19(4),343-348.
12. Pinkney, L.(2000).Assessment of the multisensory environment.British Journal of Therapy and Rehabilitation,7(4),158-162.
13. Schaefer, M.,Tewes, U.,Münte, T. F.,Johannes, S.(2006).Lateralized irrelevant speech alters visuospatial selective attention mechanisms.Biological Psychology,72,51-58.
14. Schofield, P.,Payne, S.(2003).A pilot study into the use of a multisensory environment (Snoezelen) within a palliative day-care setting.International Journal of Palliative Nursing,9(3),124-129.
15. Shapiro, M.,Parush, S.,Green, M.,Roth, D.(1997).The efficacy of the Snoezelen in the management of children with mental retardation who exhibit maladaptive behaviors.The British Journal of Developmental Disabilities,43,140-155.
16. Thompson, S.,Martin, S.(1994).Making sense of multisensory rooms for people with learning disabilities.British Journal Occupational Therapy,57(9),341-344.
17. 石筱郁、唐榮昌(2006)。多感官室（Multi-sensory room）對重度障礙學生多感官刺激的應用。特教園丁，22(1)，33-39。
18. 李淑玲(2008)。多感官環境虛擬實境遊戲對腦性麻痺學生遊戲動機之影響。特殊教育「情緒障礙與兒童藝術治療」國際學術研討會論文集
19. 李翠玲(2009)。重度與多重障礙。台北市:五南。
20. 李翠玲(2003)。多感官環境對多重障礙教育之啟示與應用。國小特殊教育，36，10-17。
21. 許天威、徐享良(2007)。新特殊教育通論。台北市:五南。

1. 李玲玉、何函儒(2017)。多感官音樂活動促進多重障礙幼兒持續注意力與肢體動作之學習成效。特殊教育學報，45，25-54。