| Summary: | 博士 === 國立彰化師範大學 === 特殊教育學系所 === 100 === The main purpose of this study is to clarify the special educational needs and the learning experiences of high school students with disabilities in regular class. The participants in this study are high school students with disabilities in regular class in Kaohsiung, Taiwan.
The researcher has adopted the case study research on the total of 9 participants and other 12 significant relatives to proceed in-depth interviews, participant observation and relevant information collection. The researcher has proceeded the coding procedure on the collected information through the Atlas.ti Software for information management. It has the 201 coding systems derived from the 40 primary documents, and the researcher has re-assembled its concept of coding system into the code families. In addition, it brings out 7 categories including the “Environment”, “Learning”, “Individual”, “Family”, “Auxiliary”, “System” and “The others". This study result is shown as below:
1.Under this research context, the contents of the "Special Educational Needs" for high school students with disabilities in regular class are mainly: the issues of classification, labeling, scholastic exam, and transition of “System Aspect”; the issues of special education, learning and daily living assistances, medical and technological auxiliaries of “Auxiliary Aspect”; the issues of learning environment, goals of learning, alternative assessment space and adjustment of “Learning Aspect”.
2.Under this research context, the contents of the "Learning Experiences" for high school students with disabilities in regular class are mainly: the issues of spirit and challenge of inclusion, inter-difference, relationships of group and peers, observation of various special needs among the peers, progress of positive or negative matters of “Environment Aspect”; roles of teachers, parents, teaching strategy and learning strategy of “Learning Aspect”; advantages/disadvantages abilities or performance, self-conceptions of the case, actions of the case of “Individual Aspect”; psychological journey of the parents, family value, socio-family relationships and social networks of “Family Aspect”.
In addition, this research results indicate that the contents of the special educational needs of the collected case in this study as well as the learning experiences are related to its special educational category. For example, students with hearing impairments mainly demand for the hearing environment and learning aid technology to go through the learning experiences like hearing and speech learning, verbal communication or social interaction. Students with visual impairments mainly need various learning and daily-life assistances, and they are able to go through the relationships of group and the peers learning experiences sensitively and exquisitely. Yet students with physical impairments especially should be provided with the accessible environment and administrative support of special education, so that they can experience the process of self-awareness and learn to establish self-conception. Academic performance and needs of medical treatments are first considered for students with health impairments; afterwards they can make self-awareness and experience self-image establishment. Students with autism and emotional/behavioral disorders should mainly cope with academic problems, interpersonal and social interaction issues to further take part in the learning experiences of interpersonal interactions, emotional control, group polarizations and relationship among same generations.
According to the previously stated research results and relevant discussions made after, researcher has submitted the suggestions for special educational practices, for future studies, and for the education administrative officials.
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