| Summary: | 博士 === 國立臺灣師範大學 === 特殊教育研究所 === 90 === This study examined the current status and needs of 19 regular class teachers’ implementation of curriculum adaptation, and then conducted a quasi-experiment to evaluate the effects of curriculum adaptation for the students with special needs in the regular classrooms. Six of the 19 teachers participated in the experiment. Self-developed Questionnaires, interview, observation, tests, documents, and focus groups were used to collect data. The sample of the experiment consisted of 6 teachers, 6 disabled students and their parents, 9 gifted students and their parents, and 187 regular students in the experimental group, and 5 disabled students and 97 regular students in the comparison group.
Results showed that teachers were not familiar with the concept of curriculum adaptation. Most of the 19 teachers agreed with the importance of implementing curriculum adaptation for the special needs students in the regular classrooms, but more than half of them did not modify the curriculum.
After the experiment, all 6 teachers held more positive attitudes toward curriculum adaptation, had better professional ability, and implemented more adaptation strategies than before. Although implementing curriculum adaptation did not consistently improve students’ academic performance on the test scores, disabled students were more concentrated on class events than without. Teachers and parents of the students with special needs also recognized the improvement of students’ learning and peer relationship after implementing curriculum adaptation. The findings suggest that it is feasible to adapt curriculum for disabled and gifted students at the same time with the help of special teacher. Implications for teachers’ training, education systems, teaching strategies, and future research are discussed. A model for the implementation of curriculum adaptation is also proposed.
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