Effects of A Curricular Program on Promotoing Self-Determination Skillsof Elementary-Aged Students In Resource Room

• Main Authors: Jia-Miao Hsieh, 謝佳妙
• Other Authors: 趙本強
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/00310802354634912397

碩士 === 中原大學 === 教育研究所 === 96 === The purpose of this study using quasi-experimental research design was to investigat the effects of a curricular program on promoting self-determination knowledge and skills of students in resource room. Tweney students with learning disabilities (LD) or at-risk for LD participated in this study. The curricular program developed in this study was designed to improve students’ skills in four areas including self-realization, psychological empowerment, self-regulation, and autonomy so that students are capable of understanding self, making choices, solving daily problems, and setting and attaining goals. The program was implemented over thirty 40-minute classes. The study utilized diverse teaching strategies, such as picture observation, role play, scenarios, mnemonics, and group discussions to increase students’ motivation of participation. All participating students, their regular classroom teachers, and parents were required to complete two measures, a curriculum-based assessment of self- determination skills developed by the study and the Arc’s Self-Determination Scale-Chinese version. Descriptive statistics including means and standard deviations and inferential statistics including analyses of variance (ANOVAs) and repeated ANOVAs were used to analyze data collected on pre- and post-tests. The depth interview method was also employed to examine the effectiveness of the program. Results showed that students with/ar-risk for LD demonstrated lower level of self-determination skills in comparison to their peers without disabilities. There was a strong correlation between disability status and level of self-determination. With respect to the effectiveness of the curricular program, results indicated that the program is effective in promoting students’ self-determination knowledge and skills. Interviews with students, teachers, and parents also showed that the majority of them expressed positive comments about the curriculum. Overall, findings of the study were consistent with results found in previous research, suggesting that self-determination skills of students with disabilities can be promoted if an effective curriculum is available. The study provided suggestions and implications for future research. Key Words: Students with Learning Disabilities, Resource Room, Self- Determination Skills, Curricular Program