Using Co-teaching in Physical and Health Education of Elementary Inclusive Classes with Children with Autism - An Action Research

• Main Authors: Mei-Feng Yuan, 袁美鳳
• Other Authors: Huey-Ming Pan
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/68994044278838863535

碩士 === 中原大學 === 教育研究所 === 97 === The purpose of this study is to utilize the action research method to study the special educational teachers and general educational teachers’ co-teaching progress in the Physical and Health Education for autism students at two inclusive first-grade classes in Rong An elementary school. Diverse methods were used to collect research data such as interview, observation record, reflection notes and feedback questionnaire. After organizing and analyzing data we sum up the results and find the following conclusion: Before co- teaching begins, the special educational teacher should find out the partner's personal teaching style, and offer the materials about the know-how of co-teaching. The special educational teacher should prepare the teaching material in advance, before he discusses with the general educational teacher about the on-going teaching plan. He should always keep his mind open while discussing the co-teaching plan. At the first stage of co-teaching, it should carry on with minimum time investment and teaching alternation from the side of the general educational teachers through using the usual teaching style and routine activities of the class. Joining the interpersonal interaction activities, like group howl and hand claps, to Physical and Health Education would promote learning atmosphere, students' cooperation and group honor. The special educational teacher takes the role of reminder in the co-teaching process. She emphasizes the autistic students' advantage abilities. She sets an example by personal modeling and oral reminding, how the autistic children can be successfully supported through didactic methods used in special education, for instance: Social story, Job Analysis, phrases, praise and more. At the beginning phase of co-teaching, it suggests to starts with the simplest model of team teaching, one explains and one demonstrates. The parallel teaching can be used in the case, when dangerous activities are planned or large place is needed. The station teaching is most suitable for test and series games, which challenge endurance. Providing the tactics of interpersonal interaction in co-teaching will benefit co-teaching even more. Through the results of this research, it seems that co-teaching can implement inclusive education, and support autism students to adapt to the inclusive class. But it is a challenge for all of them, too. The results imply that the challenge can be overcome through the mutual and progressive cooperation of the general and special educational teachers. For the future research it suggests empirical researches should be done, which are more pragmatic and practice-oriented. Or the research field should expand to a more in-depth and comprehensive level. Then we can hope that the inclusion can be promoted on the basis of solid research findings.