國家教育研究院

　　感覺統合障礙是屬於較輕微的問題，但會影響學習效果很多，大部分學前兒童因為在學校就讀無法到醫院進行療育，或因為醫院治療較嚴重的個案，而使一般感覺統合障礙兒童到醫療院所就診的意願低落，而且醫院的健保制度造成需求過於供給的情形。因此如果學校有可參考的兩側整合動作順序教學方案，並融入教學課程中，就可以解決兒童的感覺統合問題。學前特殊教育在提供直接治療、間接治療、咨詢服務經常使用到感覺統合、感覺處理策略於發展遲緩、動作協調問題、自閉症、智能障礙兒童、學習困難、聽覺障礙、視覺障礙等兒童，然而卻缺乏老師可以參考的訓練方案，因此本研究要發展一套個別化、專業化的感覺統合教學方案，可以協助早期療育、特殊教育教師及相關工作者幫助教師改善兒童的問題，增加學習能力。本研究主要延續97～98及99年的國科會計畫已經完成感覺統合電腦化評量工具的設置，接下來的計畫主要將評量工具結合教學方案，使研究更具有實用價值。因此本研究要發展一套和兩側整合動作順序電腦化評量相對應的訓練方案，並研究其教學成效，作為修改教案的依據。並研究感覺統合評量工具在不同群族的兩側整合動作順序障礙的差異情形，以作為教導不同族群設計課程的參考。

　　Sensory integration disorders are belongs to mild problem, but these problems influence learning effect to be many. The majority of students are not willing to go to the hospital to accept the treatment because they study in the preschool to have less time, or low wish to hospital with more severe patients. The health insurance system creates the situation of intervention demand over supplying. Then, if the school teachers have the reference of teaching program to integrate the program into curriculum, it is possible to solve the problem of sensory integration for student. Special teachers provide the direct, indirect, and consultation service using of the framework of sensory integration at preschool, but there is no the reference of teaching program of sensory integration for training activity. This research is to last 97~98 and 99 national science council plans, to combine the outcome of assessment to develop an individualized, Specialized teaching program of sensory integration to assist early intervention practitioner, special educator, and related services to improve the function of student with sensory integration disorders. Other purposes for this study are to test the effect of training program and to discriminate the performance of bilateral integration and sequencing movement.