The study of the teaching problems and responding strategies of the teachers with severe visual impairment

• Main Authors: Pao-Chu Chang, 張寶珠
• Other Authors: Ming-Mei Wan
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/06637025116968177821

碩士 === 國立彰化師範大學 === 特殊教育研究所 === 91 === The aim of the study was to explore the teaching problems and the responding strategies of the teachers with severe visual impairment. The study adopted qualitative research methods, including interviews, classroom observation, teaching files and interview colleagues to collect and analyze the related data of 13 subjects. The findings were as follows: 1. teaching problems There were more difficulties for the teachers with severe visual impairment to teach math, scientific and dynamic subjects because of the lacking of the related teaching materials and aids; most of them taught in social, special education, and music subjects with oral presentations. In addition, the complement of the 9-year Joint Curricula Plan increased the difficult to get the teaching materials and aids. The teachers with severe visual impairment suffered more problems in class teaching than one by one teaching, and other factors increased the teaching problems, including the disabilities degree, the young age, the low oral expression, and the behavior problems of the students. They also couldn’t teach low vision students to read and use Windows software; more difficulties to deal the problems of using toilet of disabled students. The teachers with severe visual impairment less hold the post of administrative works. Most of them also taught the students with visual impairment. 2. responding strategies The teachers with severe visual impairment needed other’s assistance to work in teaching because of their visual impairment, and most of their helpers were their family members, or colleges, volunteers, students, and worker-students. The activities of the curriculum engaged in hearing awareness, oral answering and multiple sensory. A fewer students improved the teaching efficiency and used residual vision appropriately to be advanced in class management. It could improve the quality and independent ability of teaching to use Braille Computer and the website; kept good interaction with colleges, and searched for related resources actively.