Traffic Safety Teaching Design for Mild Intellectual Disability Students in the Resource Classes of Junior High Schools－A Case study of Taichung L Junior High School

• Main Authors: Huang,Chia-Wen, 黃佳文
• Other Authors: Chang,Chien-Yen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/56501164508270787463

碩士 === 中華大學 === 運輸科技與物流管理學系碩士班 === 102 === “Emphasis on sustainability, focus on quality of transportation environment, and needs satisfaction of the minority group” has been the core of traffic policy development and the symbol of fulfilling social justice as well as practicing civil rights. Based on this principle, traffic policies need timely modifications to fulfill tasks that individuals develop in every age bracket. The mentally challenged resemble normal people in the increasingly widespread aspects, such as social relationships and social needs, as they age. Such activities as working, attending to schools, social contacts, and recreation are closely related to mobility. Considering the inability to form personal experience and effectively overcome difficulties due to features and limitations that the mentally challenged have, schools shoulder the responsibility for leading them to learn competence and skills related to transportation via instructions so that they could overcome the limitations and enhance life benefits. This study, therefore, aims to investigate the traffic safety education needs for junior high school students with intellectual disability, to design relevant teaching material, and to evaluate the efficacy of new learning. Special educators, teachers of regular classes, traffic police, and transportation professionals were required to complete the questionnaire survey concerning important traffic safety education units for junior high school students with intellectual disability. Subject matters of the teaching units were confirmed based on the analysis of descriptive statistics and K-means clustering. The developed teaching plans, “Pedestrians Go Go Go” and “Bike Go Go Go”, were developed. Results of the study are include: 1. Students with intellectual disability had high needs of “walking safely”, “knowing traffic signals common seen on the way to school/home”, and “riding a bike safely”. 2.The performance of the learning effect post-test was significantly higher than that of the pre-test, suggesting that the developed teaching plans had significant educational effects. 3.In terms of learning effect maintainability, while the learnt competence gradually weakened after the instruction, it still maintained significant learning effect. To sum up, the developed teaching materials in the study serve as references for future traffic safety teaching designs in special education.