Learning Behaviors of Elementary Students with SpecialNeeds in Outdoor Environmental Activities
| Autor: | Hung, Yi-Wen, 洪怡雯 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 In this study, a qualitative design was employed to understand the learning performance of five students with special needs in six outdoor environment activities through participant observation records and the collection of multiple assessment data. For data processing and analysis, the researchers first reexamined and organized data from observation records and then used coding to analyze, compare, contrast, revise, and summarize the compiled data. The results revealed the learning performance of the study participants in outdoor environment activities in terms of “environmental information reception,” “process skills presentation,” and “social awareness.” The primary findings of this study were as follows: I. Environmental information reception and attention Study participants with attention deficit hyperactivity disorder (ADHD) were sensitive during the reception of messages in visual environments and employed multisensory learning for exploration in the natural environment. However, ADHD affected the participants’ in message reception and presentation of process skills. Because of the effect of common attention deficit characteristics, students with autism spectrum disorder (ASD) exhibited passive reception of environmental information and appeared rigid and conservative in their use of multisensory abilities. Additionally, study participants with ASD showed more response and perception toward the messages provided by unnatural objects than those provided by natural objects. II. Presentation of process skills During outdoor observations, study participants with ADHD conducted strategic examinations according to the hiding habits of organisms and the message clues in the environment. However, because of the control of selective attention, the students were unable to deepen their observations. However, the observations of this study revealed that using multiple methods, such as writing and creation, could facilitate deepening the performance of the observational examinations. Study participants with ASD appeared overwhelmed and confused when responding to the complex and open messages of outdoor environments. Although they may have attempted to imitate the examination actions of their peers in outdoor environment activities, their performance was stiff and lacked confidence. However, visual images such as interpretive signs in the path and regional path maps could guide their independent observation and exploration in outdoor environments. III. Social awareness Participants with ADHD appeared comfortable and relaxed, and they found interest in exploration of the outdoor environment. Those with observational skill advantages could become the model and example to lead their peers in exploration. Study participants with ASD, meanwhile, imitated their peers, thus acquiring social awareness ability through outdoor environment activities. However, their methods of finding interest in outdoor activities were distinct from those of the other participants. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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