| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育系所 === 105 === Teachers faced great difficulties in make meaningful access to general education curriculum for students with moderate and severe intellectual disabilities. The purpose of this study was to explore how to effectively modify language arts curriculum for middle school students enrolled in self-contained classes. Using action research as research method, this study recruited four middle school students with similar linguistic abilities from self-contained classrooms, and adopted a problem-solving approach to design and implement curriculum modifications in a language arts class. To answer the research questions, the researcher collected and analyzed discussion minutes, field notes, instructional reflections, assessment data on student performances as well as related student documents. Major findings of this study were as follows: (a) the curriculum adaptation model had five steps: analyzing students’ abilities and learning needs, selecting teaching themes, planning curriculum modifications, implementing curriculum modifications and evaluating its appropriateness, and evaluating student performances; (b) the key to successful curriculum modifications were to understand the steps of effective curriculum modifications and to integrate general education curriculum into functional curriculum; (c) most efforts were made on content and process modifications when modifying curriculum for students with moderate and severe intellectual disabilities, and the selection of teaching materials was particularly difficult for teachers, which could be solved by expanding the scope of materials; and (d) the curriculum developed was age-appropriate and matched students’ needs.
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