The Action Research on the Implementation of the Transition Program from Preschool to Elementary School for Students with Special Educational Needs

• Main Authors: Ling-Ning Chien, 簡伶寧
• Other Authors: Ming-San Chiang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/14269002021660795966

碩士 === 國立花蓮教育大學 === 身心障礙與輔助科技研究所 === 97 === The aims of this study were to investigate the program design, the implementation and the effects of an ETC (educational transition curriculum) program for students with special educational needs. The research method adopted was action research. Other methods such as observation on each case, semi-structured interviews, questionnaires and related information were also used to realize the learning situation of two cases, the problems happened during practice and the opinions form the associated staff. ETC program proceeded with three different continuous stages. Two cases participated in this program from pre-school, through summer vacation, to the first year in elementary school. There were problems encountered during the practice, such as the selection of suitable teacher, task diversification, administrative supports and curriculum and teaching. Curriculum implementation, design, observation and evaluation were adjusted After evaluating and comparing the effects of this program on the two cases separately, 斑斑 exhibited obvious progress in life adjustment, interpersonal relationship adjustment and study adjustment. However, the effects on 奇奇were not as good or positive as that斑斑. 奇奇 showed greatest progress in following the regular rules and littlest progress in study adjustment. All the parents not only showed agreement on the details of designed courses and activities but thought this program enough for satisfying children’s need. In addition, they found out that their children showed some progress in fundamental academic skills, life self-control and the attitude toward learning. Although the teachers of the practice group expressed affirmation to the results or effects of this program, there were less obvious effects on the student with much more difference in self-ability. To sum up (finally/in the end), we brought up a project about the design of kindergarten-elementary school transition and the adjustment in case-teaching. Besides, suggestions, which relate to the subjects for study, tools and topics, were also made for the future study.