Effects of CKC Input Teaching Program on Improving Chinese Input for Students with Severe Multiple Disabilities

• Main Author: 陳志亮
• Other Authors: 詹孟琦
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/75363754574391699246

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === Abstract The purpose of this study was to examine whether students with severe multiple disabilities would increase their accuracies and rates of Chinese input after receiving CKC input teaching program. With a multiple probe design across participants, three junior high school students with severe multiple disabilities (cerebral palsies and intellectual disabilities) were recruited for this study. Data were collected on Chinese Input assessment (accuracies, rates, and types of input errors) as well as inter-rater and procedural reliability. The results showed high reliability and revealed two major findings: (a) CKC input teaching program was effective on improving Chinese input accuracies and rates of students with severe multiple disabilities; and (b) Chinese input errors frequently made by the participants were all related to proficiency, including forgetting the codes of each stroke or the input order of strokes in one character, not recognizing typical strokes, and not mastering the coding of specific radicals on the side of a character. Based on the findings, implications for practice and future research were further discussed.