An Action Research on Using Picture Story Book Instruction to Improve General Students’ Attitude towards Students with Disabilities - A Case Study of the Sixth Grade Students of an Elementary School in Taipei City

• Main Authors: Ching-Yi, Hu, 胡靜怡
• Other Authors: 李姿瑩
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/54436089875665086137

碩士 === 臺北市立教育大學 === 特殊教育學系碩士班身心障礙組(日) === 97 === The purpose of this study was to assess the effects of the picture story book instruction on students’ attitude of acceptance toward students with disabilities in an ordinary sixth grade class, in order to solve the difficulties during researcher’s teaching. The effects of the instruction toward inclusive education and on the adaptability of students with disabilities were discussed in the study. The picture story book instruction was implemented for twelve class periods as the teaching approach in this action research. The data of “ the Elementary School Students’ Attitude Towards the Students with Disabilities Scale’’, the picture story book learning sheets, teacher interviews, student feedbacks, and the researcher’s self-evaluation were collected prior and after implemented instruction for cross-reference verification. The results showed that: 1. The use of picture story book instruction could promote positive learning atmosphere for inclusive education in general class. 2. There was a positive change on the acceptance attitude of general students toward students with disabilities after the use of picture story book instruction. 3. During the students with disabilities became more active to participate in class activities. Furthermore, their adaptability was enhanced by participaty in class. 4. Through the discussion and sharing between the general education teacher and the special education teacher, on the one hand, the general education teacher had more understanding on the characteristics of students with disabilities for providing assistance in their learning. On the other hand, the special education teacher also had gained the information of learning in inclusive education setting of both general and special education students. From the results described above, the recommodations for teachers and the future studies were provided as well.