A Collaborative Action Research of the Junior-High-School Regular Teacher and the Special Education Teacher in Adapting English Curriculum and Collaborative Teaching for a Student with Learning Disabilities

• Main Authors: Ru-Ping Huang, 黃薷平
• Other Authors: Wen-Hsiu Lin
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/y4n6j5

碩士 === 國立東華大學 === 特殊教育學系 === 102 === This research was to study the cooperation of the regular teacher and the special education teacher in adapting English curriculum, in order to help a junior-high school student with learning disabilities learn better in an inclusive class. It stated the problems the student had in learning English, and conceived the strategies to solve problems as well. This study is conducted by a collaborative action. The chosen subject is a junior-high school student with learning disabilities from the researcher’s class, in his needs to make curriculum adaption in English. Data collections included observations, interviews, notes on teaching discussions, reflective journals, and related documents. There were three main results of this study as follows, 1. The cooperation of the regular teacher and the special education teacher in adapting English curriculum included 3 stages. Through the process, adapting curriculum from assessing the student's abilities, seeking relevant support, returning to an inclusive class, 2 teachers did help the student with learning disabilities learn better in an inclusive class. 2. The collaborative teaching model of the regular teacher and the special education teacher included 2 models. One teaching-one assisting and alternative teaching. 3. Overall, adapting curriculum to meet the needs of the student with learning disabilities did increase the student’ s motivation, and the student also had better attitude in learning English; however, his grades are not improved so abviously. According to the findings, the study provided some suggestions for teaching and future research.