運用輔助科技介入方案協助國小臨界智能障礙讀寫困難學生提升讀寫能力之研究

• Main Authors: Ling-Yao Hung, 洪綾堯
• Other Authors: Chih-Kang Yang
• Format: Others
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/fguqv2

碩士 === 國立東華大學 === 特殊教育學系 === 105 === The purpose of this study was to investigate assistive technology intervention plan(screen reader and voice recognize) to improve the literacy abilities for the borderline intellectual disabilitity students with reading and writing difficulties in the elementary school. The participant was a fourth grade student. He has difficulties in reading and writing. According to the purpose of this study used two research methods. The single caset of A-B-M design was used in the first study. The independent variables was screen reader, the dependent variable were the percentage of correction in reading and general effection. In addition, the changing criterion design of the single case was used in the second study. The independent variable was voice recognize, the dependent varible were writing and its general effection. The researcher collected all the phases of experimental data, and then, used the visual analysis the learning effectiveness. Also,the relevant personnel was interviewed by the researcher in order to obtain social validity. The results of the study were as follow: 1.Using the assistive technology intervention plan for the literacy abilities for the borderline intellectual disabilitity students with reading and writing difficulties in an elementary school had improvement on correction and general effection in reading. 2.Using the assistive technology intervention plan for the literacy abilities for the borderline intellectual disabilitity students with reading and writing in an elementary school had improvement on writing and its general effection.