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|Other Titles: ||A case study of integrating the board games into the social-skill learning process of a 8th grade student with cerebral palsy|
|Authors: ||劉依亭;Liu, Yi-Ting|
|Keywords: ||社會技巧;桌上遊戲;特殊教育;social skills;board games;special education|
|Issue Date: ||2017-08-24 23:59:07 (UTC+8)|
With the trends in special education worldwide, more and more students with disabilities or special needs are placed in the class to learn with non-disabled students in Taiwan. However, these students often encounter difficulties in peer-interaction, such as being discriminated or ignored by their non-disabled peers. As a special education teacher and researcher, I found that these students need to improve their social skills. This research aimed to integrate three board games to facilitate these students’ learning processes of social skills, especially for students with cerebral palsy.
An 8th grader with cerebral palsy was invited to participate in this study. Three dependent variables are: first, the subject is able to express his opinions and his voice can be clearly recorded by video cameras; second, he is able to respond questions in a way that others can accept and understand; and finally, he is able to express his opinion in a way that others can accept and understand. Board games adopted for the study include Geistesblitz, Tell the Truth II and Pig-a-Dog. The subject’s classmates’ reactions were also analyzed to understand how the subject’s experience with the board game influences his interaction with the peers in the regular class.
Before the experiments, the subject played these board games with the researcher to familiarize himself with the rules on Monday during lunch break. The experiments were conducted routinely on Wednesday lunch break for 35 minutes. The A-B-A design for the single-subject experimental design is adopted. Data were collected and analyzed using the following methods: visual analysis, C-statistics, semi-structured interviews. The results of this research are stated as follows: First, playing the board game has positive impact on the subject’s learning of social skills; second, the subject feels positive toward this method of learning social skills; finally, playing board games may facilitate the inclusion of students with disabilities into regular classrooms.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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