The Study of Elementary Inclusive Education Asperger’s School Child’s teaching Strategies intervene improving the track of school adaption

• Main Authors: HO,Wangting, 何菀婷
• Other Authors: Cheng,Yuhung
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/84857053916942678512

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 101 === Abstract The purpose of this study was to discuss the elementary inclusive education Asperger’s school child’s teaching strategies intervene to improve the track of school adaption. Understanding Aspeger’s school children’s dilemma of school adaption、factors of impacting school adaption and situation changed after teaching strategies involved. The case study was our research method and the object of this case was one 3rd grade student in regular classes. Participating in the observation、analyzing documents and depth interviews with case’s teachers and parents. Then collation、induction and analysis the collection data. The major findings of this study are as following: 1. Asperger’s students are suffering from study adapting、interpersonal interaction、conventional establishment and emotional adjustment in regular classes. 2. Affecting factors of Asperger’s students school adaption include personal physical and mental characteristic 、the attitude of parents educated，teachers and peers、curriculum arrangement and teaching and learning environment. 3. Executing the following teaching strategies: “Enhancing the degree of acceptance”、 “Special education team intervention”、“Teaching service adjustment” and “Auxiliary medical service” into Asperger’s students the process of change of school adaption, we obtain the following positive findings: In learning adaption field: concentration、class participation、homework writing manner and frustration tolerance have been improved；In interpersonal interaction: the capabilities of using of social skills and caring the environment crowd make significant progress; In routine establishment: classroom discipline、compliance with the classroom regulations and self-management skills were appeared positive growth；In emotional adjustment: emotional control ability、setback troubleshooting ability and mood expression can be represented properly.