ABSTRACT

Inclusive education has been promoted in recent years; however, its inadequacies and the difficulty of its practical application have been pointed out. Hence, this study presents a scheme of learning according to the conditions of a person’s disability and proposes a hypothetical teaching method that accommodates various degrees of disability. The method implements teaching materials developed for people with profound intellectual and multiple disabilities with people with moderate to mild disabilities. The authors conducted classes for 15 students enrolled in two special needs schools and an art club that utilises art activities that highlight positive aspects of individuals. Through qualitative analysis, 11 types of learning concepts were extracted and classified into broad categories of basic literacy, cognitive skills, and social skills. Additionally, by categorising learning schemas based on the level of communication and physical movement, rather than the type of disability, six types of instructional methods are proposed. This provides a viable guidance system for inclusive group learning for people with various disabilities.

摘要

近年来，全纳教育得到推广；但也指出了它的不足和实际应用的困难。因此，本研究提出了一种根据个人残疾状况的学习方案，并提出了一种适应不同程度残疾的假设教学方法。该方法实施了为具有严重智力和多重残疾的人以及具有中度至轻度残疾的人开发的教材。作者为两所特殊需要学校和一个艺术俱乐部的 15 名学生开设了课程，该俱乐部利用突出个人积极方面的艺术活动。通过定性分析，提取了 11 种学习概念，并将其归类为基本素养、认知技能和社交技能等大类。此外，通过根据交流和身体运动水平而不是残疾类型对学习模式进行分类，提出了六种教学方法。这为各种残障人士的包容性小组学习提供了一个可行的指导系统。