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題名 | 智能障礙學生社會性溝通能力的培養及實務經驗:以融合式學校教學為例=The Development of Social Communicative Skills of Students with Intellectual Disabilities: Case Studies in Inclusive Education |
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作者 | 梁黃真理; | 書刊名 | 身心障礙研究 |
卷期 | 3:2 2005.06[民94.06] |
頁次 | 頁113-121 |
分類號 | 529.62 |
關鍵詞 | 社會性溝通能力; 智能障礙; 融合教育; Inclusive education; Intellectual disability; Social communicative skills; |
語文 | 中文(Chinese) |
中文摘要 | 啟智教育的終極目標,將落實在教學者及家長的良性互動中,繼而協助智能障礙學生,建立群我關係具備獨立生活的技能,並增進社會適應及溝通的能力。融合教育在台灣地區實施已經超過十年,各縣市實際實行的狀況不盡相同,融合教學尚存在許多的困難,除此,老師、普通學生及家屬尚在調適的階段等,都是融合式學校教學面對的問題。在回歸主流的教育政策及社區化的原則下,個案與一般學生在課堂上的相處是勢必的,其人際關係互動、社會溝通能力與技巧,皆是一般學生與個案都必須學習的課程。本文以實務工作多年之經驗,將融合式教學班級的老師、學生與個案等之現況,所遭遇問題,以觀察經驗及實際教學情境做描述。並以Bradshaw(1972)所提出的需求理論,感覺性、規範性、表達性及比較性等需求理論,建立起融合式教學技巧的運用,最後並以行為改變模式應用在融合式教學上,來教導及訓練特殊學生,以其連慣性及共通性,引起學習動機、加強刺激或重覆訓練等功能性,達到訓練及教導目的。 |
英文摘要 | The function of special education for students with intellectual disabilities will focus on the good relationship between the teachers and the families, to help students to build their living and adaptive skills independently. The inclusive education for students with intellectual disabilities has been enforced more than a decade in Taiwan. However, there are many obstacles to operate this kind of project effectively and efficiently. The aim of the present article is to describe the provision of inclusive education based on the practical experience in teaching for students with special needs. The author discusses the provision on many perspectives: teachers, the general students and students with intellectual disabilities. Finally, the author apply Bradshaw’s need theory in the analysis of inclusive education to improve the knowledge and teaching for students with intellectual disabilities. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。