融合環境中低口語智能障礙生溝通手飾之設計研發
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2023
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Abstract
本專業實務報告旨在研發一組便於攜帶、使用，且外觀不突兀的配戴式溝通圖卡手飾，並透過此手飾，輔助低口語學生於融合班級中表達各種生活、互動之需求，進而降低負向行為問題。研發過程先透過評估表來了解個案的喜好、能力和溝通需求，再依評估結果決定溝通手飾的組成元素。產品製作完成後，接著以三個月的課程教學建立個案運用手飾表達需求的習慣，並透過入班宣導來營造原班友善的溝通環境。使用成果顯示，個案的主動溝通行為增加、負向行為改善，簡單的口語也被誘發，同儕開始更主動的與個案互動，教師亦能更清楚的理解個案需求。本研發可提供資源班教師溝通輔具的製作建議，並藉此改善普通班伴有溝通困難學生之溝通品質。
The aim of the study is to design and develop a bracelet with communication pictures that is easy to carry and use, and does not look abrupt in appearance. Through this assistive bracelet, students with limited speech are able to communicate with others to conveniently express their basic living needs and interactive demands at inclusive classroom.The research and development process begins by using an evaluation form to understand the preferences, abilities, and communication needs of each case, and then determining the elements of the communication bracelet based on the evaluation results. After the product is completed, a three-month course is taught to establish the habit of expressing needs using bracelet and create a friendly communication environment through class promotion.According to the research, case who wore the assistive bracelets were motivated to increase their proactive communication behavior and decrease nagative behavior. Moreover, it triggered case to build simple verbal abilities and even drove peers to interact with them initiatively.The research and development can provide resource class teachers with production suggestions for communication aids, thereby improving the communication quality of students with communication difficulties in regular classes.
The aim of the study is to design and develop a bracelet with communication pictures that is easy to carry and use, and does not look abrupt in appearance. Through this assistive bracelet, students with limited speech are able to communicate with others to conveniently express their basic living needs and interactive demands at inclusive classroom.The research and development process begins by using an evaluation form to understand the preferences, abilities, and communication needs of each case, and then determining the elements of the communication bracelet based on the evaluation results. After the product is completed, a three-month course is taught to establish the habit of expressing needs using bracelet and create a friendly communication environment through class promotion.According to the research, case who wore the assistive bracelets were motivated to increase their proactive communication behavior and decrease nagative behavior. Moreover, it triggered case to build simple verbal abilities and even drove peers to interact with them initiatively.The research and development can provide resource class teachers with production suggestions for communication aids, thereby improving the communication quality of students with communication difficulties in regular classes.
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Keywords
融合班級, 溝通輔具, 低口語, Inclusive classroom, Assistive communication device, Limited speech