高中職階段身心障礙學生課程與教學調整:以一位視障生為例

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dc.contributor.author黃柏華zh_tw
dc.contributor.authorPo-Hua Huangen_US
dc.date.accessioned2014-10-27T15:20:43Z
dc.date.available2014-10-27T15:20:43Z
dc.date.issued2011-06-??zh_TW
dc.description.abstract身心障礙學生經由多元入學管道進入高中職學習之後，面對學習階段的變化，通常面臨許多學習上的困難與挑戰，需要針對個別需求進行課程與教學的調整﹒本文以一位視覺障礙個案通過的學習狀說做為討論，以個別化教育計查團隊課程決定模式為理論基礎，從整體思考課程與教學調整的方式，掌握學生身心特質與需求，使身心障礙學生能夠盡量與普通班級學生一起學習並達到良好的學習成效。zh_tw
dc.description.abstractStudents with special need faced challenges after they entered senior high schools.They had difficulties in learning and getting adapted to school life. Therefore. Curriculum and instructions were needed to be adapted to fit their individaul needs . This paper introduced a “Decision-making model for IEP teams" which was implemented for a with visual impairement in regular classroom student. By using this model, students with special needs can learn better with general studentsen_US
dc.identifier06CF09D8-D7E5-F789-9A25-9BCCA70C5B7Dzh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/15710
dc.language中文zh_TW
dc.publisher國立台灣師範大學特殊教育中心zh_tw
dc.publisherNational Taiwan Normal University Special Education Centeren_US
dc.relation(119)，24-29zh_TW
dc.relation.ispartof特殊教育季刊zh_tw
dc.subject.other高中職教育階段zh_tw
dc.subject.other視覺障礙zh_tw
dc.subject.other課程與教學調整zh_tw
dc.subject.othersenior high school studenten_US
dc.subject.othervisually-impaired studenten_US
dc.subject.otherthe accommodations of curriculums and instructionsen_US
dc.title高中職階段身心障礙學生課程與教學調整:以一位視障生為例zh-tw
dc.title.alternativeCurriculum and Instruction Adaptations for a High School Student with Visual Impairmentzh_tw

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