| Summary: | 碩士 === 國立東華大學 === 特殊教育學系 === 106 === The main purpose of this study is to provide implications for resource teachers’
counseling of students who suffer from physical and mental disorders, with the
construction of the adjustments for the lectures of the resource classes in primary schools.
The study applied primarily Delphi Technique Method, and collected the data with the self-constructed questionnaires by the researcher. The data was analyzed after four rounds of the collecting procedures.
In this study,the subjects were constructed with two types of people, the experts and scholars in junior colleges, and the practical teachers in primary schools. The participants for the first round of are three scholars and six practical teachers, and from the second to the fourth round of are two scholars and twenty-one practical teachers.
The adjustments of the lecture accumulated from four rounds of the data analyzing and the perceptions of the expertise contain three dimensions professional knowledge, professional practice, and professional input. Professional knowledge is defined as understanding physical, psychological characteristics and all special needs of the students diversity of assessment methods, such as pointing out the answer, computer typing and other indicators.Professional practice refers to meeting the needs of students providing structured curriculum contents, and adjusting the curriculum objectives according to special needs of students ,creating positive support of the learning environment for students with special needs and other 32 indicators.Rofessional input included autonomous learning concerning the curriculum adjustment strategy, understanding and helping the teachers from regular classes, and other 9 indicators.There are in total 55 indicators in these 3 dimensions.
The research offers out suggestions for the construction of the lecturing adjustments for resource classes in primary schools.
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