An Action Research on Using The Supporting Networks to Apply Collaboration Consultation in The Inclusive Classrooms

• Main Authors: wen-li su, 蘇文利
• Other Authors: 盧台華
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/08512192231167019624

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士學位班 === 92 === This research aimed to apply supporting networks (three regular class teachers and 1 resource room teacher) and collaborative consultation model to resolve the Chinese language learning problems of six special students who studied in inclusive classes. The main findings of this study were as follows: 1.The interaction of the collaborative consultation partners: (1)The collaborative consultation process of regular teachers and the resource room teacher included the following phases: the awareness of expectation deficiency between ideals and the reality, the resource room teacher getting recognitions and building professional images, establishing interactive talking platform. (2)To obtain the recognition of regular teachers, it was necessary to expand the extent of collaborative consultation, from the special student to the inclusive class. (3)Resource room teachers should be active, humble and empathetic to improve the collaborative relationships with regular teachers. (4)Special students’ improvement in this study was the motivation to the willingness of collaboration and the recognition of resource room teachers’ performance. (5)To raise the quality of interaction between regular and resource room teachers, resource room teachers should improve their communicating and social skills. 2.The application of supporting networks: (1)The application process included: understanding the current supporting networks and improving the efficiency, expanding the supporting networks and constantly raising the efficiency, transforming the strength to teaching techniques. (2)To improve the special students’ learning ability in regular classes, and to increase their confidence and the ability to handle frustration, it was good for resource room teachers to use: previewing the subject content, simulating the situations in regular classes, using peer demonstration, and exchanging roles with students. (3)The establishment of resource room teachers’ professional images facilitated the expansion of supporting networks. (4)Resource room teachers should transmit the teaching techniques to regular teachers and volunteers. Resource room teachers and regular teachers should exchange teaching experiences and skills. (5)The educational attitudes of special students’ parents would be improved through the students’ concrete study performance. 3.On the influences of the special students: The academic achievements in Chinese Language, the learning attitudes, the relationships with others and the self-conception of the six special students were improved. However, there was an accident of over intervention and influenced the relationship with the classmates. 4.On the influences of inclusive classes: (1)Most influences are positive, but there once occurred an accident that caused little negative impression on the special students. (2)The regular teachers understood more about resource rooms, and approved the effect of the close collaboration between resource rooms and regular classes. Moreover, they faced the challenges bravely and were more active in adjusting the methods to fit in special students 5.The researcher was more familiar and gained more insight of the process of appraisal, the field work of resource room teachers, the key concept of inclusion. And the researcher also boosted his confidence and the ability to acceptance and communication. Based on the results, some suggestions were made to resource room teachers, the using of relevant supporting networks and further exploration in the future.