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KMID : 0894920220220010105
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Journal of the Korean Association for Persons with Autism
2022 Volume.22 No. 1 p.105 ~ p.136
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Development and application of classroom-level structured teaching programs for high school students with intellectual disabilities and autism spectrum disorders in special school
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Park Hye-Hyang
Kim Eun-Kyeong
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Abstract
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In this study, a classroom-level structured teaching program for high school students with intellectual and autism spectrum disorders in special schools was developed and applied to investigate its effect. For the purpose of the study, the areas and components of the structured teaching program were based on the results of previous structured teaching research and an importance-execution survey on structured teaching for teachers in special schools to establish specific support plans for each area. The classroom-level structured teaching program was applied to one class of first-year students with intellectual and autism spectrum disorders at a special high school in Gyeonggi-do. The changes in their class participation behavior and academic performance with the application of the program were analyzed. The research results are as follows. First, the classroom-level structured teaching program for these students in special schools comprised three areas: spatial support, temporal support, and procedural support. The components of the spatial support area are the structuring and regulation of sensory stimuli of the physical space (classroom), while the components of the temporal support area are the establishment of time structures, as well as the provision of a structured activity system and instructions, the promotion of participation, and the reorganization of the curriculum. A detailed support plan was developed on the basis of specific elements for each component mentioned above. Second, the application of the structured teaching program at the classroom level improved the task performance and sitting behavior of the target students, while positive changes were seen in their academic performances. Based on these research results, the educational implications related to the development and applications of structured teaching programs are discussed.
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KEYWORD
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special schools, intellectual disabilities and autism spectrum disorders, structured teaching, importance-performance analysis
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