國小普通班學習障礙學生及其教師所遇困難

• Main Author: 陳國洲
• Other Authors: 吳訓生
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/55387808322819496684

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 93 === A Study on the Difficulties Which Both Children with Learning Disabilities And Teachers Encounter in Elementary School’s Regular Classrooms And Their Demands for the Support Services Abstract This study purpose to find out, the status quo of implementation in Changhua area, the difficulties which children with learning disabilities and their teachers may encounter in elementary school’s regular education classrooms as well as their demands for the support services. Such a study tries to probe into not only the difficulties those children with learning disabilities may encounter in the regular classrooms and which kinds of support services they need, but also the difficulties their teachers may confront while teaching. Meanwhile, it also concerns what are the requirements of the supporting services status quo those teachers expect to acquire. This study takes both 8 pupils those who with learning disabilities and their class-teachers respectively out of 5 different-scaled schools in Changhua County as the programmed object. The study method used is qualitative: by means of interview, collecting and analyzing papers, and observation so as to discuss this subject. According to the consequences, it may well be concluded as such: I. The adaptive difficulties for those children with learning disabilities in regular rooms 1. Mathematics is the last subject that the senior children with learning disabilities dislike most, and it’s also the most troublesome. 2. In cognitive academic performance, they are frequently perplexed not only in the mathematics, but also by sluggish reading, incomplete writing and lack of vocabulary in language and literature. It’s hard for them to build sentences and phrases, too. 3. They are liable to distract their attention; require much effort to focus their concentration; finally, they perform low academic achievements. 4. Their attitude to learn is passive and casual, short of learning motive and comparatively fewer interactions with classmates. They need timely reminding, concern, reinforcement and encouragement. II. The adaptive difficulties in interpersonal relationship for children with learning disabilities in regular rooms 1. As a result of their low performance in academic achievements, they are customarily pushed aside, mocked at, and not favored by their peer classmates. A deficiency of social techniques results in their isolated loneliness. 2. Children with learning disabilities are customary want of confidence, sometimes even with a kind of sense of inferiority, introversion and bearing an inclination to shrink back. III. Class teachers’ teaching difficulties in regular rooms 1. In spite of their seniority and gender, most class teachers consider their professional knowledge and capability in special education need enriched and advanced. 2. The most perplexed problem for a class teacher is that he is unable to cover both a large classroom and the disabler’s individual learning simultaneously. 3. Children with learning disabilities are liable to be less confident because of their low academic achievements. This consequence quite often leads them to an unsuccessful interaction as a result. Therefore, teachers may need to spend more time to work on communication and counseling in their classrooms. 4. Since short of time and manpower, teachers are incapable to program and modify both their teaching materials and assessments. Consequently, It makes them feel that Individual Education Program (IEP) is just a formal plan and it cannot do much help in the end. 5. Some parents are either over-estimated or indifferent to their children. Such an attitude causes teacher’s executing difficulties not only in teaching but also in counseling. IV. Support services needed by children with disabilities and class teachers in regular rooms. 1. The expected supports include: a. Teachers might change their ways of teaching. b. The disabled wish they could find their teachers or good friends with same gender to help themselves solve their problems. 2. Support services demanded by class teacher a. Professional knowledge and capabilities: Laying out the related workshops and seminars for teachers in special education as to improve their professional accomplishments. b. Curriculum management: Providing associated teaching-assistant devices to fulfill the demands of teacher’s performing their individual education and student’s personalized adaptive learning. c. Administrative co-operation: To lessen members of a class, reduce teaching hours, cut down the administrative work, provide actively different kinds of counseling information about special education, and a role of go-between between teachers and parents. d. Parent’s participation: Actively taking part in without interference, keeping in touch with teachers at all times, participating associated parent-child developing group-activities arranged by school. According to the results and conclusions, the researcher has presented suggestions in regard to education administrative authorities, school administrative units, class teachers in regular rooms, and future researches.