Effect of Picture Book Intervention on the Self-concept of Junior High School Students with Intellectual Disabilities

• Main Authors: CHEN, HUI-LING, 陳惠玲
• Other Authors: WANG,CHIUNG-CHU
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/4u75mu

碩士 === 國立高雄師範大學 === 特殊教育學系 === 108 === Abstract The study was aimed to explore the effect of picture book intervention on the self-concept of three junior high school students with intellectual disabilities. It was a quantitative case study, and the intervention lasted for 10 weeks. Data included the scores of“Elementary School Students Self-concept Scale” before and after the intervention as well as qualitative data, such as the interviews of general education teachers, students’ worksheets, unit feedback questionnaire, classroom observation, and teaching reflection log. All data were analyzed to understand the effect of intervention on students’ school and emotional self-concept. Results indicated that the intervention had mostly positive effects on the self-concept of the three junior high school students with intellectual disabilities. The results of the study presented the following implications: teachers can enhance the self-concept of students with intellectual disabilities through picture book intervention. At the same time, if teachers took into account the adjustment of the environment and ecology, and provided support systems, such as good guidance from isignificant people,could make better effect. When choosing picture books, teachers should consider the physical and mental characteristics of the students, and select the topics s related to participants’s experience . It will resonate more with the students and enhance learning effect.