The Studying of Picture Storybook Instruction on Language Comprehension Abilities and Sibling Interaction for Young Children with Special Needs

• Main Authors: Wang Li-Ya, 王麗雅
• Other Authors: Wang Shwu-jiuan
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/26380479589146505903

碩士 === 國立臺中教育大學 === 早期療育研究所 === 98 === An action research method was conducted by this study with the purpose to explore the impact on language comprehensive abilities and sibling interaction for young children with special needs through the use of picture storybook instruction by pre-school special education teachers, and to understand the possible difficulties that the teachers would encounter while using picture storybook in actual teaching practices and the strategies of problem solving. One semester was spent in practicing the action program of this study, and an analysis was then conducted using the research data collected from video recording, teaching reflection, sibling interaction records, and discussions with experts, scholars and research collaborators. The research findings of this study are as follows: 1. It is found that when the picture storybook is being used by pre-school special education teachers in teaching, the characters in the picture storybook, the main problems and background description are able to affect the sibling communication and family interaction of young children with special needs; and in order to meet the heterogeneous and the sibling interests and demands of young children with special needs, we should blend in the diversified activities and take intensive observation and assessment to ensure we would understand the changes in child’s learning. 2. Picture storybook is able to compensate the life experiences of young children with special needs, allowing them to generate retention and generalization on vocabulary and concept. The dialogical questioning and interaction process is able to enhance the children to understand the story contents and questions, and that working on the story sequencing cards can even help the children to generate the consistency of the story contents. 3. The common experience in the learning process of young children with special needs is able to promote their non-verbal communication and dialogue rotation skills, and improve the peer social interactive relationships. Furthermore, the teacher’s role and the abilities of young children with special needs are factors that affect the sibling interaction. 4. The teachers in practical scene should adopt the teaching attitudes of “contemplation, observation and waiting” in teaching, and that the most important supports for the children and teachers are parents to get involve in the curricula.