國小階段身心障礙學生應用社會技巧課程之研究

Abstract

本研究以四位具社會技巧缺損的國小階段身心障礙學生為研究對象，運用質性和量性研究，透過觀察、訪談和檔案資料蒐集和測驗等方式了解學生社會技巧缺損情況。後再對照《特殊需求領域課程大綱》中社會技巧領域能力指標，設計並實施社會技巧課程。本研究之目的是探究社會技巧課程介入過程中學生的社會技巧進步歷程，並進一步探討未來調整介入方向。 研究結果發現：（1）國小身心障礙學生的社會技巧缺陷涵括向度廣泛，且各能力間會互相影響；（2）社會技巧除影響學校適應，與學習表現間亦互相影響；（3）社會技巧訓練團體納入多元教學方法有助於社會技巧學習；（4）普師和特師間密切合作有助於學生社會技巧學習；（5）親師間合作有助於學生社會技巧學習；（6）社會技巧課程介入需隨學生和環境的改變而即時調整。本研究根據研究結果進一步對特教教師、普教教師、學校行政單位、家長和學生個人提出建議，期盼未來社會技巧課程的實施能對身心障礙學生有更大助益，促進順利適應。The purpose of this study was to know how students improved social skills through appropriate curriculum. The subjects were four elementary students with disabilities who have social skill deficits. Both quantitative and qualitative methods were used and data were collected through testing, observations, interviews, and file collection to find out their present social skill abilities with the appropriate curriculum indicators. Then a self-designed social skill curriculum were implemented to these four target subjects. The main findings were : (1) the elementary students with disabilities had a wide range of social skill deficits and they influenced one another; (2) social skill deficits affected their school adaptations and academic performances; (3) using multiple teaching methods infused into social skill curriculum could enhance their social skills ; (4) co-teaching through cooperating general education teachers and special education teachers together could help students gain social skills; (5) cooperating teachers and parents together could also help students learn social skills; (6) the social skill curriculum should be adjusted according to the changes of the student and the environment. At last, some suggestions were made to special education teachers, general education teachers, school administrators, parents and students for future implementation of social skill curriculum.