ABSTRACT

The objective of this study is to introduce instructional adaptation to the ‘Technology-household subject’and to investigate its effects on the class participating behavior and academic achievement of threestudents who are with mild mental retardation and the first year students of junior high school attendingan inclusive class. The effects of instructional adaptation in Technology-household subject on classparticipation and academic achievement were measured by the multiple-baseline design across subjects. Theresults of analysis are as follow. First, a class participation behavior was increased in all students, and aout-of-seat behavior was decreased in all students. The application of instructional adaptation turned outto have positive impacts on increasing the class participation behavior rate and decreasing the out-of-seatbehavior rate of the students with mild intellectual disabilities Second, academic achievement was increasedin all students. Based on these findings, implications for the future study were discussed.

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