Capability Analysis and Teaching Design of Public Transportation Mode Usage of Vocation High School Students with Intellectual Disability－Taking National Da-Jia Industrial Senior High School as an Example.

• Main Authors: Ming-Chu Huang, 黃明珠
• Other Authors: Chien-Yen Chang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/67411654056159369575

碩士 === 中華大學 === 運輸科技與物流管理學系碩士班 === 101 === Protection of minority groups’ basic transportation demand and rights &; interests is the main direction of transportation policy in Taiwan, and is even a symbol of social fairness and justice. Especially incessant progress on fast, efficient transportation technology of today, smarter, more convenient traffic information and vehicles have been part of public life, in which students with intellectual disability require assistance more to overcome self-limitation while facing changes in traffic and life, to further acquire competence of new “transportation”. The study aims to explore obstacles and demand of students with intellectual disability in vocational high schools using current public vehicles – bus, train, to design experimental course materials and teaching methods accordingly, and to evaluate education efficacy after practice teaching is conducted. The study firstly conducts questionnaire survey on students with intellectual disability in special education class at National Dajia Industrial Senior High School, derives obstacle items of capability in using bus and train for students with intellectual disability in special education class via descriptive statistics, K-means and inferential statistics on t test and significant testing, firmly establishes course materials for obstacle topic for students with intellectual disability; and then designs teaching plan for students with intellectual disability in special education class at vocational high school to learn “public vehicles – use of bus and train” upon situated learning theory, and conducts experimental design, implement teaching test; with conclusions derived as below : (1) public vehicles for students with intellectual disability – capability of bus and train, items with high obstacle include “identify direction of traffic” and “identify traffic information”. (2) No significant difference between experimental group and control group students in terms of initial capability, however, after having experimental teaching of self-compiled teaching plan of this study, students of experimental group reported better and significant learning efficacy than control group without having experiment. (3)Average learning efficacy post-test score of control group students is significant higher than average pre-test score, showing that the self-compiled experimental teaching plan by the study reported significant education effect. (4)In terms of efficacy on learning outcome maintenance, although use competence in public vehicles acquired by experimental group students declined slightly, significant learning and maintenance efficacy is shown after teaching is removed for a period of time. (5) The course materials and education course &; analysis method of learning efficacy designed by the paper could be regarded as references for transportation safety course material design of subsequent special education.