A study of perceptual-motor problems of students in elementary self-contained class for mental retardation and related instructional alternatives - the experience of Yunlin county

• Main Authors: Tsao, Shu-Shan, 曹淑珊
• Other Authors: Lin Chien-Hui
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/98659343559989963897

碩士 === 國立彰化師範大學 === 特殊教育學系 === 85 === The purpose of this study was to investigate the perceptual- motor problemsof students in the elementary self-contained class for mental retardation at Yunlin county as well as the related instructional alternaatives that teachersapplied. A self- developed perceptual-motor checklist was used to evaluate 55 students who were referred by the teachers as having more serious perceptual- motor problems than their peers. Twenty-two teachers of these students were then interviewed to find out related instructional procedures applied during perceptual- motor training. The findings were as follows: 1. Students were found to have more difficulties performing tasks in the perceptual area than in the fine motor or gross motor areas. 2. Students with different ages, handicapping categories, and retardation conditions were found to be significantly different in terms of their perceptual-motor abilities, however, no significant difference was found found between gender. 3. When compared with peers, more than one-third of the students evaluated in the study were found to have poorer health condition, more problems in concentration, less skillful in self-help, lower achievement level, poorer peer acceptance, lower self-esteem, and more behavior problems. 4. Among all of the teachers interviewed in the study, 95% of them would coordinate training with other teachers, 54.5% of them would divide students into 2 or 3 groups according to their abilities, 86.3% of them did not provide orthosis to students, 50% of them would assign take-home assignment so that parents can carry out some perceptual-motor activities with their child, and 81.8% of them would emphasize the link between perceptual-motor training and other related subject areas. 5. In terms of the availability of the perceptual-motor training facilities, 59.1% of the interviewed teachers indicated that there is a special classroom in the school for training purpose and they would use this facility from 1-2 hour per week to 1-2 hour per day. All of the teachers preferred to have students trained in school instead of transporting them back and forth from various training sites.