Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/16061
Title: 國中階段自閉症學生融合教育之實施
Other Titles: Inclusive Education for a Student with Austism in Junior High School: A Case of How to Implement Behavioral Strategies to Problem Behaviors
Authors: 黃雅君
張雯婷
Issue Date: Mar-2005
Publisher: 國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
Abstract: 融合教育是目前重要的教育潮流,成功的融合教育應至少具備以下要素:一、教育當局與學校應積極提供健全的支援系統;二、教師們應運用各式的教學方法與策略,以減少在普通班就讀之身心障礙學生各種適應困難。以一位就讀國中普通班之自閉症學生為例,說明教師如何整合運用資源,成功的讓個案從不進教室到漸漸的融入班級活動,並且戒除許多問題行為,達成融合的目標。運用之措施包括:一、做好接新個案的準備工作;二、調整生態環境減少個案適應的阻力;三、運用並整合行為改變技術、社會性故事、契約訂定與自我監控等方法;四、有效整合家長與不同專業資源,以消弱個案之問題行為,進而增進師長與同儕的接納度,達到融合教育的目標與理想。
Inclusion is currently one of the most important educational trends. Successful inclusion is consisted of the following factors. First, the administration of education provides a supportive system. Moreover, teachers apply a variety of instructional strategies in order to help students with disabilities to deal with difficulties in a general classroom. This article tried to describe how teachers integrated resources for a student with autism who studies in a general classroom so that he was gradually successfully included in the classroom and overcame his challenging behaviors. The methods were: (1) preparing for a new student at the beginning of the school year, (2) modifying the environment to minimize the barrier, (3) implementing strategies appropriate for the student such as behavioral techniques, social stories, contract system and self-monitoring, and (4) integrating resources from parents and professionals effectively when problem behaviors were handled so that teachers and peers were more willing to accept the student with autism and that the goal of inclusion would be achieved.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/16061
Other Identifiers: 54EF27F9-1E2C-F8BC-CAE5-FA334EC795CD
Appears in Collections:特殊教育季刊

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