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

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

10.6768/JSE.201106.0093

趙本強(Pen-Chiang Chao)

自我決策 ； 身心障礙 ； 高職特教班 ； 從做中學 ； 課程教學 ； high school students ； disabilities ； self-determination ； special education class ； learning by doing ； curriculum

特殊教育學報

33期（2011 / 06 / 01）

93 - 124

繁體中文

本研究的主要目的是發展一份強調行爲實踐訓練之自我決策課程，並評估其用於提升高職身心障礙學生自我決策能力之成效。本研究以立意取樣方式從北部兩所高職綜合職能科選取80名高一至高三智能障礙及自閉症學生參與研究。學生按其就讀學校分別組成實驗組(n=41)與控制組(n=39)。實驗組共接受16週的教學。本研究自編之「從做中學自我決策課程」係奠基於從做中學、發現學習及鷹架作用等學習理論，教師藉由解釋、示範及獨立練習等策略教導學生如何從做選擇與決定、解決問題及自主行動等行爲過程中習得相關自我決策知能。課程成效主要以變異數分析及盒形圖之視覺分析評估兩組學生在兩份自我決策量表組內之前、後測差異及以共變數分析評估組間之差異，質性訪談資料則用於輔助說明課程成效。研究結果顯示，實驗組在兩份量表的後測分數皆顯著高於其前測分數，控制組則無此差異情形。另共變數分析的結果顯示，以前測爲共變數，實驗組在兩份量表的後測分數均顯著高於控制組的後測分數。訪談結果顯示，受訪的學生、教師及家長皆對課程內容及其教學成效抱持正向態度。本研究的結果證實，高職智能障礙及自閉症學生的確能從行爲實踐中習得自我決策技能。

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.

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