The Learning Effects of Two and Three-Dimention in Mental Map and Orientation - Mobility for Blind Student

• Main Authors: Chiu-lan Huang, 黃秋蘭
• Other Authors: Yi-tun Tseng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/27145822519506643773

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 101 === Abstract This study was a single-subject by A-B-A’research design based on the baseline, intevnetion and maintained phases. The investigator provided one high school student with visual disability by three-dimension mental map and three-dimension orientation and mobility teaching stragtegies in order to study his learning effects when compared with learning effects by the two-dimension mental map and two-dimension orientation and mobility. In addition, the investigator was by interviewing to understand the subject’s attitudes toward three-dimension mental map and orientation and mobility teaching stragtegies. The results are as following: (1)The learning effects of two-dimension mental, in the baseline is 40.63%, intervention(95.83％) and maintained (96.88％),it shows that the teaching intervention was effective for the subject;after withdrawing,he kept the maintaining effect. The learning effects of two-dimension orientation and mobility teaching stragtegy, in the baseline was 31.25％, intervention(95.83％) and maintained( 98.96％);after withdrawing,he keeps the maintaining effect. (2)The learning effects of three-dimension mental, in the baseline was 40.63%, intervention(95.83％) and maintained(100％), it showed that the teaching intervention was effective for the subject;after withdrawing,he kept the maintaining effect. The learning effects of three-dimension orientation and mobility teaching stragtegies, in the baseline was 17.71％, intervention (100％) and maintained (100％); after withdrawing,he kept the maintaining effect. (3)The learning effects of three-dimension metnal map and three-dimension orientation and mobility were better than two-dimension mental map and two-dimension orientation and mobility did. (4)The subject also could use the three-dimension mental map and orientation and mobility in his daily life by interviewing or her parental observations.