老化教育融入高職輕度智能障礙學生生活教育課程之行動研究

Abstract

本研究旨在瞭解融入式老化教育方案對高職輕度智能障礙學生的老化知能影響，及探討適合提供給高職智能障礙學生的融入式老化教育課程，並根據研究結果提出具體建議，以供相關教育機構及推行老化教育教師之參考。 本研究採用行動研究法，研究對象為研究者任教學校之高職智能障礙學生，一班共15人，接受5個單元的融入式老化教育方案。研究過程中，先以焦點團體訪談了解高職智能障礙學生之老化教育學習需求，再針對分析結果進行教學設計，在過程中採取行動研究法，不斷對研究使用的教學媒材、活動設計與課程安排等進行反思，並將反思後之所得，依序做為下一單元的設計參考。 研究結論歸納如下： 一、高職智能障礙學生缺乏老化相關知能，有老化教育的需求。 二、將老化教育融入生活教育課程中教學，對高職智能障礙學生的老化知能有所助益。 三、以融入式課程設計進行高職智能障礙學生老化教育是可行的。One of the purpose of this study is to know that isn’t the “Aging Education Integrated Curriculum” can affect intellectual disabilities student.The other one is that what kind of the “Aging Education Integrated Curriculum” is good to intellectual disabilities students in vocational high school. This study is an action research.First, used some interview topics to realized what aging topics are intellectual disabilities students need.Second,followed the outcome of the students aging-teaching-needs,researcher create the “Aging Education Integrated Curriculum” .In this study, used 5 units of “Aging Education Integrated Curriculum” to teaching knowledge about aging for 15 intellectual disabilities students who join the study. There are 3 conclusion of this study： 1. The intellectual disabilities students in vocational high school need to be taught by aging education.They are lack of the knowledge about aging. 2.“Aging Education Integrated Curriculum” is good to intellectual disabilities students in vocational high school.The curriculum can improve students’ knowledge about aging. 3.Use the integrated curriculum to teach intellectual disabilities students in vocational high school is feasible.