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1、認識大專特殊教育需求學生,國立高雄師範大學 特殊教育中心 林素貞 主任,95年度新進教師教學研習會,對象：招收身心障礙學生之公、私立大專校院，且其 輔導之身心障礙學生同時具有下列資格：1.領有身心障礙手冊或直轄市、縣（市）政府特殊教育學生鑑定及就學輔導委員會鑑定為身心障礙，應安置就學者。2.領有就讀學校所發學生證者。,大專校院身心障礙學生特殊教育服務申請資格,大專校院歷年特殊教育需求學生人數統計,九十年度 2,961人 九十一年 4,612人 九十二年 5,800人 九十三年 6,161人 九十四年 6,632人 九十五年 7,027人,高雄師範大學95學年度身心障礙同學統計,憐憫、同情、施捨
2、、特權v.s尊重、同理、協助、平權,教育上的思考,高師大資源教室介紹, 國立高雄師範大學於民國九十年一月正式成立資源教室，以提供特殊教育需求學生之各項服務。,壹、服 務 宗 旨,積極介入、從旁協助之理念 1.建立公平及無障礙的學習環境 2.培養學生主動求助與積極尋找資源的能力 3.提升學生自我負責的態度 4.強化學生自我認同及互助精神,貳、校園常見之特教需求學生,一、 肢體障礙學生 二、 視覺障礙學生 三、 聽覺障礙學生 四、 學習障礙學生 五、 多重障礙學生,一、肢體障礙學生,1.教室之安排a.無障礙通道b.無障礙廁所2.座位之安排a.適當的位置b.合適之桌椅3.同儕協助,二、視覺障礙學生,
3、1.教室之安排 2.座位之安排 3.定向協助 4.教學上之調整 5.評量方式之調整 6.同儕協助,三、聽覺障礙學生,1.座位位置之安排2.輔具使用的協助(FM調頻)3.課前授課講義之提供4.教學上之調整5.評量方式之調整6.同儕協助,1.座位位置之安排 2.教學上之調整a.視覺線索的提供b.教材之課前提供 3.評量方式之調整 4.同儕協助,四、學習障礙學生,五、多重障礙學生,1.教室之安排 2.座位之安排 3.定向協助 4.教學上之調整 5.評量方式之調整 6.同儕協助,參、特教需求學生功能性障礙類別,一、認知能力 二、溝通能力 三、感官能力 四、行動能力,肆、服 務 內 容,一、學習協助二、
4、生活協助三、諮商服務四、轉銜服務五、活動辦理六、網路交流,學 習 協 助,1.點字錄音報讀直接報讀 2.作業電腦打字 3.課堂溝通協助 4.考試協助 5.課後加強輔導 6.輔具提供,伍、授課老師將配合之事項,一、授課方式之調整二、評量方式之調整三、課堂中輔具之使用四、課堂中學伴之協助五、教室與座位之調整六、IEP會議之參與 (會前計畫、會議召開、會後執行),Instructional Accommodations for Students with Special Needs,Presented as part of the Burlington County Inclusion Projec
5、tBy: Dr. Midge Shuff Sp. Educ. Services / Instr. Department Rowan University,陸、學生的特殊學習需求,The Include Strategy for Determining Reasonable Accommodations,Identify classroom environmental, curricular, and instructional demands. Note student learning strengths and needs. Check for potential areas of stu
6、dent success. Look for potential problem areas. Use information gathered to brainstorm instructional adaptations. Decide which adaptations to implement. Evaluate student progress.Taken from Friend and Bursuck (1996),Instructional Accommodations,These are adjustments in teaching techniques and materi
7、als employed by teachers that allow learning tasks to be more easily accomplished by students.,Accommodations could be made in: Materials (amount/type-face/highlighting) Classroom presentation Student evaluationAccommodations should: be appropriate for the student with special needs be generalizable
8、 and maintainable in other settings not significantly interfere with learning of others not require significant amount of teacher time,Focus of Interventions,Analysis of the Student Analysis of the Content Analysis of the Environment,Classroom / Facility Accommodations,Communication Organization / M
9、anagement Alternative Teaching Strategies Pacing Environment Presentation of Subject Matter Grading Assignments,Classroom Interventions,Environmental Accommodations Instructional Accommodations Behavioral Management Strategies Self-Management Strategies,Environmental Accommodations: Physical Adaptat
10、ions,Study Carrels Partitions Stand-up Desks Reading Corners Proximity (teacher, student model) Minimize Distractions,Environmental Accommodations: Support Personnel,Cooperative Learning Groups Peer Tutors Cross-Age Tutors Classroom Aides,Instructional Accommodations: Materials,tape recorders, tapes
11、 computers, calculators games, puzzles word processors concrete manipulatives slant boards colored acetate overlays,Instructional Accommodations: Evaluation and Feedback,Check work frequently Use clear models / work samples Alternative/Authentic Assessments Projects Simulations Precision Teaching,In
12、structional Modifications: Methods,Attention-getting strategies visual/voice signals, eye contact, touch, etc. Clear, concise instructions Vary modes of input Increase opportunities for student responses Advance Organizers,Learning Style Approaches,Auditory Processing . . .,Short, simple sentences R
13、epetition Visual Cues and Aids Minimize Verbal Directions Written Instructions to go with Verbal Preferential Seating,Visual Processing,Clear, uncluttered handouts / stimuli Allow tracing (templates, stencils) Preteach picture - word associations Provide verbal descriptions of visual images,Graphomo
14、tor . . .,Increase Spacing Avoid Glare / Direct Sunlight Permit Oral Responses to Tests Visual Models Clear, Clean Copies of Materials Reduce Copying Requirements Use Highlighting for Key Points,Written Expression . . .,Allow use of Computer or Typewriter Reduce Amount Required Use Adaptives, e.g., plastic grips, slant boards Permit use of markers instead of pens Allow peer assistance,大家一起努力,
