The Research of Structure Teaching Method in the Ability Assessment of Students with Intellectual Disabilities

• Main Authors: SU, CHING-HUI, 蘇靖惠
• Other Authors: HWANG, YUANHER ROBIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/9gn6cw

碩士 === 明道大學 === 課程與教學研究所 === 107 === The purpose of this study was to investigate the effects of structured teaching method in vocational ability assessment courses for students with mild and moderate intellectual disabilities in the junior high school. The research method used the design of across subjects with multiple baseline in the single subject research approach, and the study subjects were two junior high school students with mild and moderate intellectual disabilities. The researchers used the assessment of six vocational abilities as the teaching content, the independent variable was the structured teaching method, and the dependent variables were learning outcomes of the vocational ability course demonstrated by students. The data was collected based on three phases: the baseline, the intervention and the maintenance, and visual analysis was used to analyze the effectiveness of the training. The process of this study included the immediate and maintenance effects of the structured teaching method on the assessment of the subject's ability. The results of the study were as follows: First, structured teaching method was effective on the acquisition in vocational ability course for the junior high school students with mild and moderate intellectual disabilities. Second, the structured teaching method was effective on maintaining the vocational ability for the junior high school students with mild and moderate intellectual disabilities. Finally, according to the results, this study provides some suggestions for school administrators, teachers and future researchers.