| Summary: | 碩士 === 國立高雄師範大學 === 溝通障礙教育研究所 === 91 === The present study addressed the basis of selection of curriculum models (i.e., Same Grade, Lower Grade, Mixed, and Self Composed) and instruction objectives (i.e., pronunciation symbol use, listening, speaking, reading and writing characters, reading, composition, others) by resource room teachers when teaching language arts to primary school students with disabilities. A questionnaire of 18 items representing profiles of students typically served in the resource classrooms was completed by ninety-nine respondents from the Kaohsiung City. Student profiles were made up by varying information along seven categorical variables: disability type, grade level, Language Arts mark, oral comprehension, oral expression, pronunciation symbol use, and character reading. With each student profile, the respondent had to determine the model and the objective most appropriate for the imagined individual.
The results indicated that the selection of curriculum model was not independent of the choice of instruction objective; that is, some particular instruction objectives were more likely to be selected with a given curriculum model. The four curriculum models were selected from the most to the least often in the following order: Self Composed, Same Grade, Mixed, and Lower Grade. The instruction objectives were adopted from the most to the least often in the following order: speaking, reading and writing characters, reading, listening, others, pronunciation symbol use, and composition. Regression analysis indicated that character reading, oral comprehension and pronunciation symbol use were the three most important predictors for curriculum model selection. By contrast, oral expression was the most important predictor of the instruction objective choice. Further, seniority in self-contained but not resource classroom was a significant predictor for model and objective selection. Finally, research limitations are specified and suggestions are made for application.
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