Paper Title
Action Study Of Flipped Learning In A Special Classroom In A Vocational High School

Abstract
Students with special education needs face difficulties in self-learning and learning with classmates. This action study used a flipped learning math course in a special classroom in a vocational high school to improve self-learning and increase discussion between students. The participants were 14 students with special education needs who attended a vocational high school in New Taipei City. The major findings of this study are as follows: (1) students who previewed the classroom content by themselves showed improved post-test scores, and (2) improvement was observed in students who were divided into different groups based on their learning abilities for within-group discussions. This study also suggests some flipped learning strategies for students with special education needs and provides future research directions. Keywords - Flipped learning, Action study, Students with special education needs