融入教具改造之多感官課程在多重障礙學生課堂專注成效

Participation of students with multiple disabilities during multisensory program with adapting teaching aids

本研究利用多感官室的設備用來設計多感官課程以提高特教班學生學習成效，研究設計以單一受試研究法中之A-B 設計來驗証多感官課程在促進學生專注於課堂參與之成效，研究對象為三位特教班多重障礙學生，每位學生接受8次的多感官課程方案。本研究蒐集之資料以單一受試實驗設計之視覺分析法，瞭解融入教具改造之多感官課程是否能有效提高多重障礙學生在課堂中抬頭注視行為的發生率。三位受試者在目視分析結果顯示多重障礙學生在多感官課程方案中，其抬頭注視行為明顯增加，並以實際之多感官課程教案分享課程設計的經驗，提供特殊教師及家長進行輔導之參考。

This study used multisensory equipment to design multisensory program to improve study effect of students in special education classroom. Single subject research and A-B design was applied. Three children with multiple disabilities participated in this study. Three subjects all got 8 times of training in the intervention phase. Visual analysis was used in this study in order to analyze the effectiveness of students' involvement during multisensory sessions. The target behavior was the occurrence of look up at the target in children with multiple disabilities. The videotape recorded these head up behaviors of these three subjects. After analyzing these data, these subjects showed the improvements on looking up at the target equipments and participating in class. The teaching plan listed in Appendix provided an example for teachers and parents to design multisensory program.