A Case Study on the Writing Performance of a Student with Mild Mental Retardation and Writing Difficulty

• Main Authors: CHANG LIEH FANG, 張烈芳
• Other Authors: 李乙明
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/56152151086656688375

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === The purpose of the case study is to address a student with mild mental retardation, who is able to read but worse at writing. By exploring his difficulties and problems, the researcher developed a multi-sensory teaching project to help him. The aims of the research include: (1) the cause and trait of the case student's writing difficulty; (2) the relationship between the student's writing difficulty and his cognitive function; (3) the effective teaching method, the student's performance during the intervention of the method and the influence on the student after the intervention. The student was given a lot of related tests and evaluations. Besides, large quantities of data had been collected, including the student's learning sheets and workbooks in one semester, the medical diagnoses before and after he entered elementary school, professional assessment and service records. Meanwhile, the researcher interviewed people around the student and understood his family life in depth. To meet the requirement of the research, different training and assessment were devised to gradually understand "the performance of children with writing difficulties" and " the analysis of obstacles in writing difficulty." Through the analysis of cognitive function based on the information processing theory, the researcher designed a writing teaching method, combining "the Rainbow-hinting Strategy" and "the Four-in-one Word Jigsaw." The method was experimented on the student for five weeks. The result indicated that in addition to mental retardation, the case student lacked attention, memory, visual cognition, the ability to process words, and coordination. He was unable to write spontaneously, let alone copy words. After research, it was found that besides inborn deficit, the dysfunction of the family and counseling was also the factor leading to the student's writing difficulty. Finally, the case study came to an end with the student's great performance and change after the experimental teaching.