In recent years, with the initiative of the United Nations Convention on the Rights of Persons with Disabilities, special education issues have received more attention. Therefore, it is about helping rural students understand and respect people with special needs. This article used disabled college students to share their life stories in rural elementary and middle schools, and analyzed the reflections of participating middle school students on the feedback form as a reference for teachers' teaching. Through purposive sampling, a total of 112 copies were collected from 5 sessions in 3 cities from 2023 to 2024. Qualitative content analysis was conducted based on the knowledge dimension of Pintrich and Wittrcok (2001). The research results are as follows: First, factual knowledge is what students must know to learn a subject or solve a problem (14%). Second, conceptual knowledge is knowledge that extracts common functional attributes from the basic elements of a large structure and classifies them (67%). Additionally, “Procedural knowledge” is knowledge about how to do something (12%). Finally, “metacognitive knowledge” is knowledge about why something is done (8%). From the above analysis, it can be seen that the life stories shared by college students with disabilities not only allow rural students to receive factual knowledge about "giving care, tolerance, and respect"; They can also understand the conceptual knowledge that "people with white canes are not necessarily completely blind", which in turn broadens the horizons of rural students and teachers' teaching.

Authors:
Chia-Yi Chu, National Taiwan Normal University, Taiwan

About the Presenter(s)
Dr. Chia-Yi Chu is currently an Assistant Research Fellow of Special Education Center, National Taiwan Normal University, Taiwan. Her research areas included the rural areas, and cooperative model between general and special students.

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