通例教學對啟智學校高職部學生功能性讀寫之研究－－以填寫個人基本資料為例

The Effects of General Case Instruction on Teaching Functional Literacy Skills to High School Students with Moderate Intellectual Disabilities- Example of Filling in Personal Information

本研究旨在探討通例教學對高職階段中度智能障礙學生填寫個人基本資料之學習成效。本研究運用通例課程設計的原則，設計填寫個人基本資料之教學方案，以啟智學校高職部三名學生為研究對象，進行為期11週的教學實驗，以單一受試研究法之跨受試多探試實驗設計，檢驗其習得、維持及類化成效，並進行錯誤類型分析。本研究之主要發現為：通例教學對高職階段中度智能障礙學生在個人基本資料填寫方面有良好的成效，學生不但學會填寫個人基本資料並且能應用至常用的真實表件之填寫；維持效果方面則呈現個別差異之現象，有一位受試表現較不理想。中度智能障礙學生在填寫個人基本資料最常出現的錯誤類型為：寫錯字、整個沒寫、數字書寫不完整、字序錯誤及西元年與民國年混淆。

The purpose of this study was to explore the effects of general case programming on teaching high school students with moderate intellectual disabilities to fill in personal information. Three participants enrolled in this study. A multiple-probe across subject design was used to evaluate the effectiveness of the curriculum of learning personal information writing skills. The curriculum was designed based on the general case programming procedures. The experiment lasted for 11 weeks with five times a week. Evaluation of learning effects was based on the subjects' correct percentage on the Personal Information Writing Test. The data were analyzed through visual inspection. In addition, error patterns were analyzed as well. The findings of this study indicated that the general case instruction made good immediate effects on the acquisition of filling in personal information skills for high school students with moderate intellectual disabilities. The results also indicated that students with moderate intellectual disabilities can be taught to fill in a wide range of real personal information forms by careful selection of training examples. The error patterns which participants made most often including mistakes of writing the character, leave it blank, incomplete ID or telephone number, word order errors, and the confusion of A.D. and the Republic of China calendar mode of writing the year of birth date.