Effects of A Curricular Program on Promoting Self-Determination Competence of Elementary School Students with Mild Intellectual Disabilities

• Main Authors: Yen-Lin Li, 黎彥淩
• Other Authors: Pen-Chiang Chao
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/11512780567337655745

碩士 === 中原大學 === 教育研究所 === 97 === Purpose of this study was to investigate the effects of a curricular program on promoting the self-determination competence of three 5th- and 6th-grade students with mild intellectual disabilities in resource class. A single subject design using multiple-probe across students method was conducted to evaluate student progress across research. Both quantitative and qualitative data were collected to evaluate the effects of the program. The main objective of the curricular program developed in this study was to improve students’ self- realization and problem solving ability. The program consisted of five units, each of which was taught for two consecutive classes. The first half of class was used to teach self-realization skill whereas the bottom half was used to teach problem solving skill during each instructional session. Strategies used to carry out the program included the utilization of computer programs, role playing, scenario instruction, story telling instruction, practices and so on. Data collected were analyzed using visual analysis, c statistic method as well as feedbacks from teachers, parents, and peers. Results showed that both quantitative and qualitative data indicated the positive influence of the self-determination program. Participating students not only improved their ability on self-realization and problem solving but also were able to apply learned skills to real life situations. Overall, the findings of the study were consistent with results found in previous research, indicating that self- determination competence of students with mild intellectual disabilities can be promoted when appropriate instructional program is provided. Lastly, the study provided implications and suggestions for special education teachers and prospective researchers.