結構化教學對高職中重度智能障礙學生清潔工作學習之成效

Abstract

本研究旨在探討結構化教學對高職中重度智能障礙學生清潔工作學習之成效。研究對象為三名台北市某特殊教育學校高職三年級學生，研究方法為單一受試研究法之跨受試多基線設計。自變項為結構化教學，依變項為學生是否可以習得結構化策略與清潔工作學習之成效，清潔工作學習成效包含清潔工作技能正確率與清潔工作速度。

研究者以自編之「學習成效評量表」及「類化成效評量表」的評量結果，再以視覺分析與C統計加分析。研究結果顯示： 一、高職中重度智能障礙學生能習得結構化策略。 二、結構化教學能提升高職中重度智能障礙學生清潔工作技能正確率。 三、結構化教學能提升高職中重度智能障礙學生清潔工作速度。 四、結構化教學對高職中重度智能障礙學生清潔工作學習具有良好的維持成效。 五、結構化教學對高職中重度智能障礙學生清潔工作學習具有良好的類化成效。

The purpose of this study was to explore effects of structured teaching on cleaning works for vocational high school students with moderate to severe intellectual disabilities. Participants of study are three third-grade students of a senior high special education school in Taipei. The single subject research, multiple baseline across-subjects design was employed in this study. The independent variable was structured teaching, whreras the dependent variables were the acquisition of structured strategies and the effects on cleaning works, which include skill accuracy and speed of the cleaning works. Results of the study were as follows:

1.Vocational high school students with moderate to severe intellectual disabilities could acquire structured strategies. 2.Structured teaching could enhance the accuracy of cleaning skills for vocational high school students with moderate to severe intellectual disabilities. 3.Structured teaching could enhance the speed of cleaning works for vocational high school students with moderate to severe intellectual disabilities. 4.Structured teaching indicated the retention effects of cleaning works effectively for vocational high school students with moderate to severe intellectual disabilities. 5.Structured teaching indicated the generalization effects of cleaning works effectively for vocational high school students with moderate to severe intellectual disabilities.