A Study on the Present Matters and Deficits of Teaching Multi-disabled Preschool Students Communication Skills

• Main Authors: LIN, CHEN-TI, 林真悌
• Other Authors: 錡寶香
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/89324367710448203703

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 97 === The purpose of this study was to explore the perspectives of teachers of preschool children with multiple disabilities regarding the teaching of commuinication skills. Participants of this study were preschool teachers of children with multiple disabilities recruited from Taipei City, Taipei County and Taoyuan County. A questionnaire of “perspectives of the teaching of commuinication skills to children with multiple disabilities” were developed and used for gathering data. The contents of the questionnaire included subscales of “Educational Service,” “Professional Service,” “Cooperative Dynamics/Interactions,” “Resource Service and Administration’s Arrangement” . In addition, an open-ended questions were also designed to ask the teachers to express their point of view about the difficulties they felt in developing the communication skills of children with multiple disabilities. Overall, the results found in this study could be summarized as follows: Most of the teachers were confident in using observation, assessment and interviewing parents to decide their students’ communication skills. Most of the teachers indicated that their school did not arrange independent class hours to help preschool children to develop communication skills. In terms of teaching of communication skills, teachers felt that educational service were carried out the best, and resource service and administration’s arrangement needed to be improved. Most teachers acquired the ability to observe and evaluate their students’ communicative skills; they could also document specifically the teaching goal for their students in an IEP portfolio. They were innovative in using all sorts of materials in their teaching. Preschool teachers of children with multiple disabilities thought that lack of resource and administration supports were the major problems they encountered in helping children to develop communication skills.