自我決策課程對國小高年級資源班學生教學成效之研究

A Study of the Teaching Effects of a Self-Determination Program Developed for Fifth and Sixth Grade Students in Resource Room at Elementary Schools

10.6768/JSE.200906.0111

趙本強(Pen-Chiang Chao)

國小資源班 ； 學習障礙 ； 輕度智能障礙 ； 自我決策能力 ； 課程教學 ； resource room ； learning disabilities ； mild intellectual disabilities ； self-determination skills ； curriculum

特殊教育學報

29期（2009 / 06 / 01）

111 - 136

繁體中文

本研究的主要目的爲發展一個符合國小高年級資源班學生程度及需求之自我決策教學課程，並探討此課程在提昇學生自我決策能力之成效。本研究以立意取樣方式從北部某縣三所國小選取40位五及六年級資源班學習障礙及輕度智能障礙學生，於同質性配對後隨機將其分配至實驗組(n=20)或控制組(n=20)。本研究所發展的「快樂的成長」是一能力與需求本位的自我決策課程，教師在16週的教學過程中透過說明、示範、給予練習及提供回饋等方式教導學生從活潑有趣的活動內容中學習瞭解自我、肯定自我、設定目標及解決問題等自我決策技能。課程成效主要以變異數分析法比較學生、教師及家長三者在自編測驗之前、後測分數的差異。非正式訪談同時亦用於輔助說明課程之成效。研究結果顯示，實驗組學生於接受教學後的自我決策能力表現較控制組學生佳且達統計顯著性。教師與家長的評估亦顯示，實驗組學生教學後的表現優於教學前的表現。透過訪談得知，受訪者對課程本身或其成效均抱持正向的評價。本研究的結果說明，若教師能針對學生的能力與需求實施教學，則國小身心障礙學生的自我決策能力可以有效被提昇。本研究最後針對研究結果，提出有關國小身心障礙學生自我決策教學及未來從事相關研究之具體建議。

The purpose of this study was to develop a curricular program aimed at promoting self-determination skills of elementary-aged students with disabilities and examine the effectiveness of the program. Forty 5th-and 6th-grade students identified with learning disabilities and mild intellectual disabilities were recruited from the resource room in three public elementary schools located in northern Taiwan to participate in the study. Students were assigned to a control group (n=20) and an experimental group (n=20) based on their grade and type of disability. Growing Up Happily, a competency-based curriculum, was developed in this study to help students develop basic self-determination knowledge and skills. To engage students in learning more efficiently, the curriculum covering topics that are interesting to students and related to their daily lives was delivered through diverse teaching activities. The entire instruction was implemented in 16 weekly, 40-minute classes. Effects of the curriculum were evaluated using a series of analyses of variance (ANOVAs) as well as in-depth interviews with students, teachers, and parents. Results showed that after receiving the self-determination instruction, students in the experimental group outperformed those in the control group. Likewise, teachers’ and parents’ pre-post evaluations also revealed the same results. Interviewees all showed positive attitudes toward the curriculum itself as well as its effects in promoting students’ self-determination skills. Findings of the study suggested that self-determination skills of elementary-aged students with learning disabilities and mild intellectual disabilities could be improved when an appropriate curricular program is available. Suggestions and implications for teachers and researchers were provided.

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