Organizing Committee for the 16th International Congress of Anthropological and Ethnological Sciences (16th ICAES 2009)

The Value of Applying Dermatoglyphics

To Special Education

一、研究方向與參與研究單位

    Research Direction and Participating Organizations

二、研究方法: 使用教育的共同語言工具_皮紋檢測

    Research Methodology: Utilizing the Tool as the Common Language in Education - Dermatoglyphics Assessment 

三、皮紋檢測運用在教育的意義

    The Meaning of Dermatoglyphics Assessment for Educational Use

    1.皮紋檢測運用在教育的形成的文獻理論

    Literature and Theories of Applying Dermatoglyphic Assessment in Education

    2.有關皮紋學的歷史研究過程略述

      The Brief History of Dermatoglyphics

    3. 西方皮紋學與遺傳的研究

      Western Dermatoglyphics Studies and the Genetics Research

    4. MME研究中心以此為皮紋與腦之關係的探討方向

     The Research Direction of MME Association

    5. 皮紋檢測的採樣方法 - 由手工進入儀器檢測時代

Methods for Dermatoglyphic Prints Collection – from Manual to Computer

四、研究成果與個案舉例說明  Research Results and Case Study

    (一) 皮紋檢測已證明可提供腦的訊息與生理現象

      It has been proved that Dermatoglyphics can reveal brain functions and reflect physiological phenomenon

    (二) 皮紋檢測可檢測的項目：

        The areas could be assessed by the Dermatoglyphics assessment include:

    1. 潛能與性格特質Potentials and Personality

    2. 兒童行為氣質的反應Children’s Behavioural Response

    3. 學習風格評估 Learning Style

   (三) 透過皮紋檢測出大腦之運作，瞭解爲何造成行為的干擾

Use Dermatoglyphics assessment to examine how the function of brain interferes with behavior

  (四) MME檢測出學習風格評估與提供量身訂做的輔導策略

      Preferred Learning Style and Teaching Strategies

   1. 教師們真正瞭解孩子嗎?我們需花多少時間去了解?

     *以台北市新生入學鑑定安置工作成果表說明

      Does our teacher really understand our children? How long do we need to spend to understand our children?

      Using Taipei as an example for illustration

   2. 孩子需得到的是個別化的量身教育

      Children having individualized education plan

五、 特教研究案例說明Case Analysis on Special Education

 (一)、唐氏症研究Down’s Syndrome

    1. 皮紋學用於唐氏症的文獻中之綜合條件列舉

      Findings in Down’s syndrome in Dermatoglyphics Research

    2. MME的研究比較-與醫學文獻－分為三部份說明

      The Comparison of MME Researches with Medical Science Literature -- 3 Parts 

 3. 唐氏症與輕、重度智障比較之統計結論

  Statistical Interpretations on the Comparison between Down’s Syndrome Individual Having Mild and Severe Grade Intellectual Disabilities

    4. 特殊個案說明 - Case Studies (Down’s Syndrome)

    5. 以皮紋分析探討之教養的守則，供輔導者做參考

       Education Guidance based on Dermatoglyphic Analysis as a Reference for Caretakers

 (二)自閉症與皮紋檢測整合診斷的重要性

   The Importance of Integrating Dermatoglyphics Assessment into Assessing Autism

◎自閉症特徵Characteristics of Autism

◎MME探索與自閉症關聯的因素Exploring Factors Relating to Autism

◎MME皮紋檢測工具的優勢:MME Dermatoglyphics Assessment on Autism

◎以MME皮紋檢測研究說明MME Autistic Research Results Interpretation

4. 右腦量較高於左腦為56%

56% having ridge counts higher in the right hemisphere than the left hemisphere

5.案例說明 Illustration by Case Study

 (三) 智能障礙與皮紋判讀的分析結果

Analysis Result on Individual Having Mild and Severe Grade Intellectual Disability

◎中度~重度智障人數統計表(重度智障只有14人)   共計128人

Statistics on Moderate Grade to Severe Grade Intellectual Disabled Children

(128 children involved in total and among them only 14 are severe grade intellectual disabled children)

統計結果說明: Statistical Interpretation:

六、以MME皮紋學檢測後的之教學策略

The Corresponding Teaching Strategies with Reference to the MME Dermatoglyphics Assessment Result

(一)認識學習風格  1~6

    Learning Style

(二)依據腦的運作的課程安排1~7

    Course Arrangement According to Brain’s Operation

(三)依據個別的差異做的課程安排1~10

    Course Arrangement According to Individual Difference