| Summary: | 碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 105 === The action research method was adopted in this study. The purpose is to carry out research on the curriculum design model in the language domain for students with severe cognitive or learning deficits.
During the curriculum design, the researcher employed the “Newly Revised Curriculum Guidelines for the Students with Special Needs” promulgated by the Ministry of Education in 2011 as the teaching basis. Through a series of activities, a suitable language curriculum design model for students with Severe Cognitive or learning deficits was developed, which covers an insight into students’ needs, the setup of IEP objectives, the development of curriculum objectives, curriculum assessment design, teaching materials, instruction methods, and other steps.
For the curriculum learning aspect, students with Severe Cognitive or learning deficits should incorporate their life experiences in order to learn contents with actual functions. During language curriculum design, an ecological inventory should first be carried out in order to understand students’ communication needs in the context, integrate their needs, and set up curriculum objectives, thereby designing an assessment that meets the curriculum objectives and ultimately carrying out the curriculum design. Self-compiled teaching materials were used in this study. Common events occurring in students’ daily lives were selected for write the curriculum text and implement teaching. Unlike previous studies, the reverse design model was adopted to design the curriculum. First, the objectives were developed, and the teaching materials and teaching activities were designed in order for the developed curriculum to better suit students’ needs, thus enabling them to achieve specific objectives.
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