Abstract—This study developed functional vocabulary
learning system for mental retardation students to assist three
moderate ones enrolled in special education classes of
vocational schools, and discusses the learning effect of the
within and extra fading strategies. And the alternative
treatment design of the single subject experiment design was
adopted to evaluate the effectiveness of the learning system. The
teaching strategy adopted photos of physical goods as cues
combined with the fading strategy within a stimulus-control
process. After experiment, this study has the preliminary result:
Stimulus fading strategies can assist functional vocabulary
learning in moderate mental retardation students enrolled in
special education classes of vocational schools; learning
achievement with the extra fading strategy exceeded that with
the within fading strategy.
Index Terms—Word recognition, pedagogical agent, special education, vocational education.
Ai-Chiao Ku is with the Industrial Education of Postgraduate studies in Department of Industrial Education and Technology, National Changhua University of Education, Taiwan (e-mail: g1h2c3tw@ yahoo.com.tw).
Shu-Hsuan Chang is with Department of Industrial Education and Technology, National Changhua University of Education, Taiwan (e-mail: firstname.lastname@example.org).
Li-Chih Yu is with the Department of Management Information System, National Chengchi University, Taiwan (e-mail: email@example.com).
Cite: Ai-Chiao Ku, Shu-Hsuan Chang, and Li-Chih Yu, "Initiating Functional Vocabulary Learning for Mental Retardation Students with Educational Technology Approach," International Journal of Information and Education Technology vol. 4, no. 3, pp. 289-292, 2014.