特殊教育雖名為特殊實則與普通教育息息相關。在帶好每位孩子的教育目標下，每位孩子的學習特質身為未來教師的我們有必要深入瞭解，發掘學習特質，針對特質給予適性的教學介入，在此觀點下特殊教育一點都不特殊。本課程仍會從學習所需的智力、感官、動作、心理情緒、注意力等基本能力切入，探討各種基礎學習能力所造成的學習困擾成因與可能的解決方案，企盼對未來為師生涯中，遇到的每位學生學習狀況都能有所理解，在避免誤解的前提下，給予適當的教學介入，讓學生的學習更加有效率，老師教學更有信心。Although special education is specially related to ordinary education. Under the educational goals of each child, the learning characteristics of each child are needed to understand in -depth understanding of the future teachers, discover the learning characteristics of learning, and give adaptive teaching intervention. At this point of view, special education is not special at all. Essence This course will still be cut in from the basic ability of intelligence, sensory, movement, psychological mood, and attention to learn from the learning. Every student's learning status can be understood. Under the premise of avoiding misunderstandings, it is given appropriate teaching intervention to make students 'learning more efficient and teachers' teaching is more confident.
特殊教育理論與實務。台北，心理。
身心障礙教材教法。台北，長春人文。
Special education theory and practice. Taipei, psychology.
Teaching method of physical and mental disorders. Taipei, Changchun Humanities.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 小組討論小組討論 Group discussion |
40 | 針對各類型學習特質進行分析與教案設計 |
| 期末報告期末報告 Final report |
40 | 針對各類型學習特質進行教學演示 |
| 出席討論出席討論 Attend the discussion |
20 | 課堂出席與討論 |
