| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 96 === The purposes of this study were (a) to design and implement a neural integration training program (NITP) for learning effects of the gifted students in the elementary school, and (b) under quasi-experiments, to explore the influences of NITP on multiple talents, life adjustment, and sensory integrated ability of the gifted pupils. The study was conducted under “nonequivalent pretest-posttest control group design.” The subjects of the study were sampled conveniently from the fourth-grade general intellectual gifted pupils of two elementary schools in Kaohsiung City, and were assigned at random and respectively as the experimental group (EG) and the control group (CG). One class had 29 students (n = 14 as EG, n = 15 as CG), and the other class had 13 students (n = 7 as EG, n = 6 as CG). The members (n = 21) of the experimental group practiced 16 lessons (40 minutes per lesson) NITP before the morning classes in eight weeks, while the members (n = 21) of the control group did their activities as usual. The instruments used for this study included “Multi-Talent Self-Rating Scale”, “The Pupil’s Life Adjustment Inventory”, and “Sensory Integration Function Assessment.” The analysis of covariance (ANCOVA) was used to analyze the data obtained from the results of pretests and posttests on the used instruments. The results and findings of this study were as follows: 1.NITP had significant teaching effects to the gifted pupils on mathematics-logics, visual art, music, physical movement, personnel, and natural exploration of “Multi-Talent Self-Rating Scale”, but didn’t have significant teaching effects on language and leadership. 2.NITP had significant teaching effects to the gifted pupils on adjustment in study and play games, behavioral immaturity, emotional stability, self-acceptability, negative influence factors, and overall adjustment of “The Pupil’s Life Adjustment Inventory”, but didn’t have significant teaching effects on affiliation, social skills, social adjustment, goals for living, sense of adaptability, psychological patience, and positive influence factors. 3.NITP had significant teaching effects to the gifted pupils on postural movement, bilateral integration sequencing, bodily-sensory appliance, sensory modulation, emotion/behavior, and overall SI abilities of “Sensory Integration Function Assessment”, but didn’t have significant teaching effects on sensory discrimination, sensory seeking, and attention and activity level. Analysis and discussion were made on the basis of these above outcomes, and suggestions were offered for practical teaching and future research.
|
|---|
