International Journal of
Information and Education Technology

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: shc@cc.ncue.edu.tw).
Li-Chih Yu is with the Department of Management Information System, National Chengchi University, Taiwan (e-mail: lazymen306@gmail.com).

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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.