英文摘要
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The special education school was first introduced in Europe in the 1800's, followed by therapeutic education theory in the 1900's and early diagnosis and educational training in the 2000's. As a developed nation, Taiwan has witnessed tremendous development of special education. At its early stage of development, special education in Taiwan aimed specifically at enabling students to possess integrated abilities for social needs. Therefore, it focused mainly on job cognitive concept, fostering common basic job skills and habits, and emotional cultivation. In advent of the 21st century, three additional professional skills are mandated by the Ministry of Education, including health service, environmental service and life service, to provide job needs for students. The three job needs serve as the main axes of this study. Special education students of a middle school in the Taoyuan city serve as research subjects. This study conducted, on the basis of the curriculum outlines of disabled students-related special needs areas listed on the 12-year fundamental education, investigated special students as to job-needed knowledge, skill and attitude. A total of 22 factors were identified. The grey GM(0,N),which was implemented to compute the data obtained from the questionnaire survey, generated the weight analysis of factors. The weight analysis result was then subject to weight sorting and questionnaire item revising. This study can serve as a guide whereby Instructors can adjust instructional content and curriculum planning in reference to students' abilities and needs.
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