簡化圖形設計應用於心智障礙青年繪圖學習之探討

Abstract

心智障礙者長期面對著巨大的學習困難和社交問題，必須仰賴多元的資源協助。在提供特殊需求者支援的輔助領域中，藝術始終扮演著關鍵的媒介與工具，由於藝術的表現能力與空間的智能有關，而繪畫牽涉到眾多認知表達能力，若能透過簡化圖形的教材，加上適當的引導來學習，可能提高心智障礙者的繪畫能力與間接刺激其認知表現，故本研究以設計為導向，探討運用簡化圖形輔助心智障礙青年繪圖學習之可行性。研究目的為：（1）瞭解研究參與者使用簡化圖形學習繪圖過程衍生的問題及改善方法；（2）討論簡化圖形設計應用在輔導中度心智障礙青年繪圖學習之可行性。研究方法參考行動研究法，先有一教學規劃，之後視每次上課實際狀況檢討修正下次上課的教學策略，直至研究終了。教學內容參酌個案前測繪畫與理解能力區分為3個主題：（1）基礎練習；（2）點、線、面組合變化練習；（3）簡化圖形（動物）練習，按所設計之簡化圖形製作成壓克力描繪板引導畫線，並印製繪圖紙提供描繪練習，且搭配市售學習圖卡、數位圖片、實物、積木等教具，進行物件觀察與辨識等輔助學習。參與者為2名中度智能障礙合併輕度自閉症傾向青年。教學過程強調重複與漸進，以強化理解與記憶。單一參與者執行18週，每回60分鐘一對一引導式互動教學課程，在課程最後安排後測。針對2名參與者前、後測試分析與評估結果，本研究歸納出以下結論：（1）經由階段性簡化圖形教學，2位參與者描繪圖形之線條準確度有提升。但改變其部份繪畫習慣之可能性仍然較低，推測原因為個案固著性特質短時間內不易改變。（2）透過反覆說明與練習，2位能有效理解簡化圖形的結構與特徵，並做出適當的回應。（3）使用簡化圖形設計之壓克力描繪板及繪圖紙來輔助心智障礙青年掌握繪畫技巧有小幅提升；（4）簡化圖形設計有助於中度心智障礙青年提升繪畫基礎技能。然而其獨立構思與自由創作能力，仍需透過長期教學實驗與深入研究，以利進一步探討。Individuals with intellectual disabilities often face significant long-term learning and social challenges, necessitating reliance on diverse support resources. In the field of special needs support, art has consistently served as a crucial medium and tool. As artistic expression is related to spatial intelligence and drawing involves numerous cognitive and expressive abilities, the use of simplified graphic teaching materials, combined with appropriate guidance, may enhance the drawing skills of individuals with intellectual disabilities and indirectly stimulate their cognitive performance. Therefore, this design-oriented study explores the feasibility of using simplified graphics to assist young adults with intellectual disabilities in learning to draw. The research objectives were: (1) to understand the problems and corresponding improvement methods that arose during the participants' process of learning to draw with simplified graphics; and (2) to discuss the feasibility of applying simplified graphic design to assist young adults with moderate intellectual disabilities in their drawing education. The study employed an action research methodology, beginning with an initial teaching plan that was subsequently reviewed and revised based on the actual situation of each class until the conclusion of the research. The teaching content was divided into three themes based on a pre-test assessment of the cases' drawing and comprehension abilities: (1) fundamental practice; (2) practice with combinations and variations of points, lines, and planes; and (3) simplified graphic (animal) practice. For the latter, acrylic tracing boards were created based on the designed simplified graphics to guide line drawing, and corresponding drawing sheets were printed for tracing practice. This was supplemented by commercially available learning flashcards, digital images, physical objects, and building blocks to aid in object observation and recognition. The participants were two young adults with moderate intellectual disabilities and mild autistic tendencies. The teaching process emphasized repetition and gradual progression to reinforce understanding and memory. Each participant engaged in one-on-one guided, interactive teaching sessions, 60 minutes per week, for 18 weeks, with a post-test administered at the end of the course. Based on the analysis and evaluation of the pre- and post-test results for the two participants, this study draws the following conclusions: (1) Through phased instruction with simplified graphics, both participants showed improvement in the linear accuracy of their traced drawings. However, the possibility of altering certain established drawing habits remained low, presumably due to the difficulty of changing ingrained, rigid characteristics in a short period. (2) Through repeated explanation and practice, both participants were able to effectively understand the structure and features of the simplified graphics and respond appropriately. (3) The use of acrylic tracing boards and drawing sheets designed with simplified graphics resulted in a minor improvement in the young adults' mastery of drawing techniques. (4) Simplified graphic design is helpful in enhancing the foundational drawing skills of young adults with moderate intellectual disabilities. However, their ability to conceive ideas independently and create freely requires further long-term teaching experiments and in-depth research for further exploration.