Digital Social Curriculum for Improving Emotional Capacity of an Elementary School Student with Mild Autism

• Main Authors: Yu, Chien-Hui, 游芊惠
• Other Authors: 張世彗
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/13911615492634818242

碩士 === 臺北市立大學 === 特殊教育學系 === 104 === The purposes of this study are two-fold: to explore the effect of “digital social curriculum” (DSC) on the emotional capacity of an elementary student with mild autism. Moreover, this research intends to explore the difficulties encountered and adjust methods of teaching DSC to students with mild autism. In this action research, the participants are one fourth-grade student with mild autism and two of her peers. To achieve the above purposes, the data were collected from video observation, learning checklists, interviews and reflection records. The results were processed through qualitative analysis. The major findings are summarized as follows: 1.In order to solve the difficulties in teaching DSC to students with mild autism, better strategies are connecting to the student’s life experience and using role-playing strategies. 2.DSC can improve the emotional capacity of elementary school students with mild autism. According to the different dimensions of performance capacity : the performances of “Predicting emotions”、”Predicting behaviors from emotions” “Predicting results from behaviors”、”Re-selecting behaviors from results” have been improved.；On the level of ”Taking responsibility for their selections”, the pass rate is 100%. No change was found. Based on the findings of the study, the researcher provides suggestions to pedagogy and future research.