學校及社區本位模式在資源班智能障礙類特殊需求課程建構之研究

Abstract

本校位於高雄市，屬中型規模學校，102 至104 學年度經鑑定安置於資源班之輕度與中度智能障礙學生為13 至16 人之間，約佔資源班學生數3 成。本研究採用行動研究法，以102 學年度資源班實施之特殊需求領域- 生活管理課程為基礎，結合學校及社區資源重新架構資源班生活管理課程。本文從凝聚共識、探討特殊需求課程執行現況、確認改善目標、分析及開發學校與社區資源、連結課程與資源產生新課程架構、執行課程的成效、檢討省思、循環修正與再執行等面向，呈現滾動式行動研究歷程與成果。本研究自102 至104 學年度間，共計實施3 個學年度的循環調整，逐步調整與建置新型態之統整課程。研究發現經調整後的課程能有效讓智能障礙學生將所學的知識技能實際應用於學校、家庭及社區場域，除增進學習動機及自我效能感，亦增加對課程學習的期待。在初步建構課程方案後，持續檢視實施成效並進行滾動式調整使課程更加豐富完善，並建置資源班內部網路平台分享教學成果，引發更多課程連結的構想。

The study aims to suggest reforms for the life management curriculum of the special needs domain for students with intellectual disabilities in junior high school resource classrooms. Using an action study approach to explain real situation and difficulties at every stage, this study proceeds in three cycles from 2013 to 2015. Every school year, special education teachers discuss new resources and activities in their respective schools and communities. These can be connected with the curriculum; teachers also discuss some difficulties in practice. Rethinking and continuous adjustment of curriculum took place in those years. Research findings discovered new curriculum which can enhance learning and practice outcomes. At the end of the year, related outcomes were published in resource classrooms networks in order to increase the probability of curriculum reform.