| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系 === 85 === The purpose of this study was to investigate the perceptual-
motor problemsof students in the elementary self-contained class
for mental retardation at Yunlin county as well as the related
instructional alternaatives that teachersapplied. A self-
developed perceptual-motor checklist was used to evaluate 55
students who were referred by the teachers as having more
serious perceptual- motor problems than their peers. Twenty-two
teachers of these students were then interviewed to find out
related instructional procedures applied during perceptual-
motor training. The findings were as follows:
1. Students were found to have more difficulties performing
tasks in the perceptual area than in the fine motor or
gross motor areas. 2. Students with different
ages, handicapping categories, and retardation conditions
were found to be significantly different in terms of their
perceptual-motor abilities, however, no significant difference
was found found between gender.
3. When compared with peers, more than one-third of the students
evaluated in the study were found to have poorer health
condition, more problems in concentration, less skillful in
self-help, lower achievement level, poorer peer acceptance,
lower self-esteem, and more behavior problems. 4.
Among all of the teachers interviewed in the study, 95% of them
would coordinate training with other teachers, 54.5% of
them would divide students into 2 or 3 groups
according to their abilities, 86.3% of them did not provide
orthosis to students, 50% of them would assign take-home
assignment so that parents can carry out some perceptual-motor
activities with their child, and 81.8% of them would
emphasize the link between perceptual-motor training
and other related subject areas. 5. In terms of
the availability of the perceptual-motor training facilities,
59.1% of the interviewed teachers indicated that there is a
special classroom in the school for training purpose
and they would use this facility from 1-2 hour per week
to 1-2 hour per day. All of the teachers preferred to have
students trained in school instead of transporting them back
and forth from various training sites.
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