高中職普通班身心障礙學生學校適應及相關因素之研究-以特殊教育長期追蹤資料庫樣本資料分析

Abstract

本研究旨在探究高中職普通班身心障礙學生學校適應及相關因素。研究利用「特殊教育長期追蹤資料庫」之問卷調查資料進行次級分析，研究對象為參與「特殊教育長期追蹤資料庫」98學年度抽樣問卷調查，完成學生、家長及教師三種問卷之高中職普通班或資源班身心障礙學生。歸納研究結果如下： 一、不同評量者之高中職普通班身心障礙學生學校適應及各分向度情形皆屬於中間偏高。 二、不同個人因素在不同評量者對高中職普通班身心障礙學生學校適應及各分向度之評量有顯著差異。 (一)高三學生表現優於高一學生表現。 (二)女生表現優於男生表現。 (三)生理障礙/感官缺損類及其他障礙類學生表現優於心理障礙/認知缺損類學生。 (四)教師評量之障礙影響程度愈小，其學校適應及分向度表現愈好。 (五)學生問卷及家長問卷中，資源班身心障礙學生表現優於普通班身心障礙學生。 (六)普通科學生表現優於家政相關科群、商業與設計相關科群和工程相關科群學生。 三、不同家庭因素與不同評量者對高中職普通班身心障礙學生學校適應及各分向度之評量不一定有相關存在。 (一)家庭社經地位與不同評量者對高中職普通班身心障礙學生學校適應及各分向度之評量無顯著相關，僅活動參與與家庭社經地位有相關。 (二)家長參與和學生與家長對高中職普通班身心障礙學生學校適應及各分向度之評量有顯著相關。 四、「家長參與」和「生理障礙感官缺損類學生」能預測三種問卷之學校適應情形。另外，障礙影響程度在教師問卷學校適應中有很好的預測力。 最後根據研究結果，給予學校行政單位、教師和家長各項建議，作為教學與輔導及後續研究之參考。The purpose of the study was to examine the school adjustment and its relevant factors for high school students with disabilities in regular classes. The data of this study was collected from the questionnaire filled out by the students with disabilities in regular classes, regular education teachers, and parents on Special Needs Education Longitudinal Study in 2009. The collected data were analyzed by mean, standard deviations, t-test, one-way ANOVA, Pearson correlations, and stepwise regression analysis. The results showed that: 1. The high school students with disabilities in regular classes show good school adjustment in all three questionnaires. 2. The school adjustment in three questionnaires showed significant differences among the disabled students’ individual factors. (1)Senior students show better school adjustment than junior students. (2)Female students show better school adjustment than male students. (3)Students with physiological/sensory disabilities show better school adjustment than the students with psychological/cognitive disabilities. (4)Students with less impact of disability assessed by teacher have better school adjustment. (5)The disabled students in resource classes show better school adjustment than the disabled students in regular classes in the questionnaires assessed by students and parents. (6)Students majoring general show better school adjustment than students majoring home economic, commercial and design, or engineering. 3. There was no correlation between the disabled students’ family factors and the school adjustment in all three questionnaires. (1)There was no correlation between socioeconomic status and school adjustment. But there was a correlation between activity participation and socioeconomic status. (2)There was a correlation between parent participation and school adjustment. 4. Parent participation and students with physiological/sensory disabilities were good predictors for school adjustment in all three questionnaires. Teachers’ assessment of the impact of disability was another significant predictor which was not included in the other two regression results. Several suggestions for teaching counseling, official action, and future studies are proposed according to the results of this study.