| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 93 === Abstract
The purpose of this study was to explore the learning experiences and needs of students with mild mental retardation in the inclusive education program at an elementary school. A qualitative research approach was utilized by this study. The data were collected by participant observation and multiple semi-structured in-depth interviews. The learning behaviors of four children with mild mental disability and the interaction between these children and their regular peers were observed during their part-time inclusive programs. seventeen adults (teachers and parents) were interviewed in order to further understand the supports needed for the four students to fully participate in the inclusive education program.
The major findings of this research were as follows:
First, the interpersonal skills and mobility skills of the four students with mild mental retardation were improved through interacting with their regular peers. Second, supporting administrative staff, adjustment of surrounding facilities, teaching assistants, and professional knowledge related to special education were needed for the regular education teachers.
Third, the curricula and teaching methods needed to be adapted both by special education teachers and regular classroom teachers to enhance the learning of the four students with mild mental retardation. The supports needed by the four students with mild mental retardation also included a sense of belonging, that is, acceptance and respect, encouragement, praise and accommodation.
The findings of this research, in addition, indicated that more substantial support needed to be provided by the regular peers such as: Greetings to the four students with mild mental retardation, leading them to participate class activities and accompanying them back to their home rooms, assisting them with completing assignments, inviting them for group play, reading text to them, and being a role model. Parents’ support was also needed, which included: Assisting their children to preview and to review lessons, assisting the children to learn leisure activities. Finally, the implications and suggestions for future research were presented.
Keywords: children with mild mental retardation, inclusive education, learning needs, support.
|
|---|
