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The Impacts of Instructional Adaptation in Agricultural Subjects on the Class Participation and Task Solving Abilities of Students with Mental Retardation

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(4), pp.515-535
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

공정희 1 Kang, Minchae 2 Kwak Seung Chul 3

1천안제일고등학교
2전주대학교
3공주대학교

Accredited

ABSTRACT

This study set out to introduce instructional adaptation to the“Basic Agricultural Techniques”and “Conservation of the Environment”and investigate its effects on the class participating behavior and task solving abilities of students with mild mental retardation in an inclusive classroom. The effects of instructional adaptation were measured in the ABAB design form, which is one of the reversal designs for single subject research. Interventions were made during the theory, experiment and practice hours to examine the influences on their class participating behavior. Their class participating behavior that was operationally defined by the investigator was observed, recorded and quantified. As a result, the application of instructional adaptation had positive impacts on increasing the class participation rates of the students with mild mental retardation. As for task solving abilities, the level of performance assessment was revised according to the learning objectives that were altered after instructional adaptation. A series of performance assessment items were devised and provided. And the subjects’task solving abilities, which were operationally defined by the investigator, were measured. The results indicate that the application of instructional adaptation had positive effects on enhancing the task solving abilities of the students with mild mental retardation.

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