A Study of Developing a Mathematical Universal Design Collaboration Model

• Main Authors: LEE, MIN-FANG, 李旻芳
• Other Authors: CHEN, LI-YUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/15317802408258980700

碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 105 === The study adopted action research to develop special education and ordinary class teachers' "mathematical Universal Design collaborative model" to solve students with disabilities who can’t have effective learning in the original class. In this study, we will begin with the first intervention of action plan. The researcher played as a special education and ordinary teacher. During the process of intervention and tryout of cooperation prototype, we collect relevant quantitative and qualitative data, and develop into a complete cooperation mode. And then use the development model and cooperate with mentor.The second action program intervention, as the model of the trial. Finally, we collect relevant data and suggestions, and then modified to be mathematical Universal Design for Learning and development of cooperation model. The major conclusions drawn from this study are as follows: The two math units of Universal Design for Learning were designed in inclusive class with mental and physical disabilities students whose learning effectively and well-participated in the classroom. Besides, with the guidance of mathematical Universal Design for Learning , it can assist the special education teachers and mentors in designing The results of this study show two meanings: In teaching design, it provided multiple input and output ways for learning information and arranged options for recruiting interest and self-regulation. Meanwhile, it enhanced various learners’ effective learning way. At the beginning,teachers in the design of teaching can try to add these design principles,and in the ordinary class can use intelligent classroom,network resources, software , teaching assistive technology or three-dimensional teaching materials. In this way, it can be designed to Universal Design for Learning. Besides, no matter special education teachers or mentors are , they have professional development needs and have to break through the framework of role. For example, special education teachers turned fixed the class of using direct teaching into a professional role, and take various direct or indirect way to assist the case and the ecological environment of case. Working in cross-profession cooperation, it can give all students the greatest help, and help the inclusive class students’ promotion.