運用戶外探索教育活動提升國小特教學童社會技巧之成效

Effectiveness of Outdoor Adventure Education Activities for Enhancing Social Skills of Students in Self-Contained Special Education Classes

本研究主要以戶外探索教育方案作為增進社會技巧之主要策略，藉由各種形式的戶外或探索教育活動介入，以強化特教學童個人內在與人際間能力作為出發點，並在戶外探索教育活動實施過程中，結合社會技巧三大學習面向之發展策略（處己、處人和處環境），進一步強化特教學童的自處、人際間與環境互動能力。最後透過戶外探索教育活動後的反思分享進行學習轉移，引導參與者將經驗連結到家庭、學校或社區，進而達成增進社會技巧之目標。本研究目的在發展一套針對特教學童社會技巧之戶外探索教育方案，並探究此方案對國小特教學童的社會技巧能力發展之成效。研究對象為9名年紀介於7-12歲的特教學童參與五天戶外探索教育活動，總計時數共20小時。本研究以質性研究為主，輔以相關的數據統計，依序透過專家焦點團體訪談、半結構式訪談、觀察記錄、團體社會互動行為次數表與人際關係次領域量表等資料收集方法進行資料的蒐集。研究結果顯示，參與學童在面對壓力與處理情緒方面、人際相處溝通方面、人際互動方面、基本適應與規範方面和學習轉移方面有呈現正向的轉變。根據研究結果，戶外探索教育方案內容能結合實際團隊互動情境，循序引導特教學童經由體驗、探索、實踐與學習遷移，進而發展與學習社會技巧。依據上述研究結果，本研究提出未來在特教領域中實施社會技巧課程之設計，以供特殊教育教師與相關人員參考。

Rationale and Purpose: Social competence is a multidimensional ability that directly affects children's and adolescents' emotions, mental health, self-concepts, interpersonal relationships, and life adaptation. Students with special needs, whether due to congenital or acquired physical or psychological impairments, generally face difficulties in social interactions and are required to learn social skills. Compared with peers of the same age, students in self-contained special education classes experience considerable difficulties in areas such as daily living skills, motor and mobility abilities, language and communication, and social/interpersonal and emotional behaviors. Students with special needs, whether in school, at home, or in real-life social situations, require sufficient social skill training to help them exhibit appropriate social interaction behaviors. This training is essential to help them gain acceptance from others and, in turn, adapt to their environment. As an interdisciplinary and cross-field teaching method, outdoor adventure education involves the systematic application of ''experiential learning'' or ''outdoor learning.'' In outdoor adventure education, elements such as ''natural environments,'' ''exploratory contexts,'' and ''outdoor activities'' serve as mediators. Participants are guided to develop both ''intrapersonal skills'' and ''interpersonal skills'' through sensory engagement in the learning process. Accordingly, the objective of this study was to develop an outdoor adventure education program targeting social skill training for students with special needs. This study then explored the effectiveness of this program in fostering social skill development among primary school students in self-contained special education classes. Specifically, this study implemented an outdoor adventure education program as the primary strategy for enhancing the social skills of students with special needs. Through engagement in various forms of outdoor and adventurous activities, students with special needs could strengthen their personal and interpersonal abilities. During its implementation, the program incorporated strategies targeting three major dimensions of social skill development (self-management, interpersonal skills, and environmental interaction) to effectively enhance the abilities of students with special needs. Finally, after the outdoor and adventurous activities, learning was transferred through reflection and sharing, and participants were guided to improve their social skills with the support of the family, school, or community. Methods: This study mainly adopted a qualitative research approach, which was supplemented by relevant statistical data. Data were sequentially collected through expert focus group interviews, semistructured interviews, observation records, a frequency table of social behaviors in group interaction scenarios, and the Vineland Adaptive Behavior Scale (socialization: interpersonal relationships). The outdoor adventure education program was aligned with a 1-week summer program for a self-contained special education class at a primary school in Taipei City. Program participants were one researcher (instructor), two special education teachers (observers), three assistant facilitators, and nine special education students aged between 7 and 12 years. Because the subjects of this study were elementary school students with special needs, the researcher, in accordance with research ethics, obtained consent from the school, parents, and guardians. Thereafter, the special education students participated in a 5-day outdoor adventure education activity, totaling 20 hours. To enhance the reliability and authenticity of the study, data were collected from multiple sources to determine the effectiveness of the program from different perspectives and to gain a comprehensive understanding of the impact of outdoor adventure education activities on social skill development in students with special needs. This study referenced a framework of social skills to integrate and summarize the findings in order to determine the changes in the development of various social skill behaviors among the students. Findings: According to the results, the outdoor adventure education activities gradually helped the students with special needs to develop social skills. Changes were noted in the students’behaviors in specific situations. Social skills were developed through a structured process that involved three components: (1) gradually guiding the participating students to develop self-management abilities, (2) incorporating real-life situations to help the students learn interpersonal skills, and (3) using metaphorical methods to help the students connect practical experiences and acquire adaptive abilities in various environments. Regarding the development of self-management abilities after the program, the students exhibited improvements in their ability to cope with unfamiliar situations, handle pressure, and manage emotions. The frequency of emotional fluctuations gradually decreased, and the students displayed behaviors such as actively expressing their emotions. Additionally, the frequency of avoiding situations decreased significantly, and the speed of emotional recovery increased gradually. Regarding the overall performance scores for interpersonal relationships, most participants exhibited increased scores. Observations and records from special education teachers and researchers indicated that regarding interpersonal skills, the students exhibited appropriate behaviors when interacting with others and that their proactive engagement in interactions gradually increased. The number of interactions among the students increased significantly. In addition, most participants were transformed from being silent to actively opting to engage in experiences and challenges, with behaviors of mutual assistance emerging during the activities. The frequency of the students’interactions with peers and special education teachers also increased gradually, and the students exhibited behaviors such as sharing personal experiences with others. Regarding environmental adaptation abilities, positive changes were observed in the students’basic adaptation abilities and behavior regulation as well as in the transfer of learning. During the original classes, several participants displayed positive changes in their behavior. Conclusions/Implications: In summary, this study established a design framework and leadership strategies for implementing outdoor adventure education activities for elementary school students in special education classes. The study also provides preliminary insights into the changes in social skills among special education students. The results indicate that outdoor adventure education activities have a positive effect on the development of social skills among special education students. Real group interaction scenarios should be integrated into outdoor adventure education programs through high-interactivity activities. Students with special needs should be sequentially guided through experiences, exploration, practice, and learning transfer, which can thus help them develop and learn social skills. However, this study primarily adopted a qualitative research approach, and qualitative data were used as the basis for coding. Future studies should obtain more quantitative data for corroboration, extend the implementation duration of the program, and conduct follow-up evaluations to track the long-term effects of outdoor adventure education activities. The findings from the outdoor adventure education program can serve as a reference for special education teachers and relevant personnel in designing social skill courses for special education classes in the future.