| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系教學碩士班 === 96 === This paper reports results of an investigation of various methods used to teach mathematics to students with oppositional defiant disorders (ODD) and students with autism. 12 individual student cases were reviewed. Professionals active in the field and students were interviewed. The professionals included a junior high school mathematics teacher, an elementary school teacher specializing in autistic children, three elementary school teachers, and an American special education teacher. In addition, classroom observation, literature research, and correspondence with experts were employed to broaden the database on which the conclusions are based. The data was analyzed and placed into four categories:
* Knowing each student personally
* Identifying and understanding the particular learning problems in each case
* Providing assistance to address the problems identified above
* Evaluating results
The conclusions from this investigation suggest the following...
For ODD students:
* Use sensory methods and group learning.
* Work on increasing concentration and memory.
* Employ a variety of teaching objects to develop imagination and the ability to deal with abstract concepts.
* When dealing with students having short attention spans, keep the duration of each learning activity short and alternate stationary and physical activities.
* Employing familiar objects increases the level of interest.
* Teach emotional management to promote harmonious (more productive) relations.
* Provide emotional support (encouragement) continuously.
* Teach time management.
For autistic students:
* Use games and educational objects to encourage structured and effective teaching.
* The teacher must remain focused on the objective (set the example). That implies remaining calm and firm.
* Avoid distracting stimuli to help develop concentration.
* Always demonstrate the "correct" approach to the student.
* Recognize and employ each student''s talents to facilitate learning.
* Employ visual and active approaches to learning, including music/sounds and signing.
* Involve family members in the student''s learning activities, such as by doing homework together.
* Encourage discussions between student and teacher, as when solving mathematical problems, for students with Asperger syndrome.
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