認(rèn)識大專特殊教育需求學(xué)生.ppt

1、認(rèn)識大專特殊教育需求學(xué)生,國立高雄師範(fàn)大學(xué) 特殊教育中心 林素貞 主任,95年度新進(jìn)教師教學(xué)研習(xí)會,對象：招收身心障礙學(xué)生之公、私立大專校院，且其 輔導(dǎo)之身心障礙學(xué)生同時具有下列資格： 1.領(lǐng)有身心障礙手冊或直轄市、縣（市）政府特 殊教育學(xué)生鑑定及就學(xué)輔導(dǎo)委員會鑑定為身心 障礙，應(yīng)安置就學(xué)者。 2.領(lǐng)有就讀學(xué)校所發(fā)學(xué)生證者。,大專校院身心障礙學(xué)生特殊教育服務(wù)申請資格,大專校院歷年特殊教育需求學(xué)生人數(shù)統(tǒng)計(jì),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(fàn)大學(xué)95學(xué)年度身心障礙同學(xué)統(tǒng)計(jì),憐憫、同

2、情、施捨、特權(quán) v.s 尊重、同理、協(xié)助、平權(quán),教育上的思考,高師大資源教室介紹, 國立高雄師範(fàn)大學(xué)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(xué)生之各項(xiàng)服務(wù)。,壹、服 務(wù) 宗 旨,積極介入、從旁協(xié)助之理念 1.建立公平及無障礙的學(xué)習(xí)環(huán)境 2.培養(yǎng)學(xué)生主動求助與積極尋找資源的能力 3.提升學(xué)生自我負(fù)責(zé)的態(tài)度 4.強(qiáng)化學(xué)生自我認(rèn)同及互助精神,貳、校園常見之特教需求學(xué)生,一、 肢體障礙學(xué)生 二、 視覺障礙學(xué)生 三、 聽覺障礙學(xué)生 四、 學(xué)習(xí)障礙學(xué)生 五、 多重障礙學(xué)生,一、肢體障礙學(xué)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(dāng)?shù)奈恢?b.合適之桌椅 3.同儕

3、協(xié)助,二、視覺障礙學(xué)生,1.教室之安排 2.座位之安排 3.定向協(xié)助 4.教學(xué)上之調(diào)整 5.評量方式之調(diào)整 6.同儕協(xié)助,三、聽覺障礙學(xué)生,1.座位位置之安排 2.輔具使用的協(xié)助(FM調(diào)頻) 3.課前授課講義之提供 4.教學(xué)上之調(diào)整 5.評量方式之調(diào)整 6.同儕協(xié)助,1.座位位置之安排 2.教學(xué)上之調(diào)整 a.視覺線索的提供 b.教材之課前提供 3.評量方式之調(diào)整 4.同儕協(xié)助,四、學(xué)習(xí)障礙學(xué)生,五、多重障礙學(xué)生,1.教室之安排 2.座位之安排 3.定向協(xié)助 4.教學(xué)上之調(diào)整 5.評量方式之調(diào)整 6.同儕協(xié)助,參、特教需求學(xué)生功能性障礙類別,一、認(rèn)知能力 二、溝通能力 三、感官能力 四、行動能力

4、,肆、服 務(wù) 內(nèi) 容,一、學(xué)習(xí)協(xié)助 二、生活協(xié)助 三、諮商服務(wù) 四、轉(zhuǎn)銜服務(wù) 五、活動辦理 六、網(wǎng)路交流,學(xué) 習(xí) 協(xié) 助,1.點(diǎn)字錄音報(bào)讀直接報(bào)讀 2.作業(yè)電腦打字 3.課堂溝通協(xié)助 4.考試協(xié)助 5.課後加強(qiáng)輔導(dǎo) 6.輔具提供,伍、授課老師將配合之事項(xiàng),一、授課方式之調(diào)整 二、評量方式之調(diào)整 三、課堂中輔具之使用 四、課堂中學(xué)伴之協(xié)助 五、教室與座位之調(diào)整 六、IEP會議之參與 (會前計(jì)畫、會議召開、會後執(zhí)行),Instructional Accommodations for Students with Special Needs,Presented as part of the Burli

5、ngton County Inclusion Project By: Dr. Midge Shuff Sp. Educ. Services / Instr. Department Rowan University,陸、學(xué)生的特殊學(xué)習(xí)需求,The Include Strategy for Determining Reasonable Accommodations,Identify classroom environmental, curricular, and instructional demands. Note student learning strengths and needs. Ch

6、eck for potential areas of student 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

7、 teaching techniques and materials 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 evaluation Accommodations should: be appropriate for the student wit

8、h special needs be generalizable 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 Accommodation

9、s,Communication Organization / Management Alternative Teaching Strategies Pacing Environment Presentation of Subject Matter Grading Assignments,Classroom Interventions,Environmental Accommodations Instructional Accommodations Behavioral Management Strategies Self-Management Strategies,Environmental

10、Accommodations: Physical Adaptations,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:

11、 Materials,tape recorders, tapes 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 S

12、imulations Precision Teaching,Instructional 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

13、 . . .,Short, simple sentences Repetition 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,Graphomotor . . .,Increase Spacing Avoid Glare / Direct Sunlight Permit Oral Responses to Tests Visual Models Clear, Clean Copies of Materials Reduce Copying Requirements Use Highlighting