The Response of Special Education Students to an Activity‐Centered Health Curriculum

摘要

ABSTRACTThe study's purpose was to assess the effectiveness of an activity‐centered health education curriculum designed for regular students on the general health beliefs of special education students. As part of an entire school system evaluation, 92 ***Learning Disability students and 142 Learning Limitation students were randomly assigned to experimental and control groups. All the students were pretested and subsequently posttested using a 28‐item questionnaire based on the Health Belief Model. The analysis of covariance indicated that the activity‐centered health education program apparently was effective among the Learning Disability students, but was not effective among students with IQ scores of 80 or