期刊文獻資料庫

論文查詢

論文詳細資料內容:
未授權全文
論文基本資料
篇  名 融合教育的績效:SNELS 資料庫國中障礙學生的學校適應與滿意
並列篇名 Accountability of Inclusive Education: School Adjustment and Satisfaction of Junior High School Students With Disabilities Based on the Special Needs Education Longitudinal Study
作  者 鄭津妃 ; 張正芬
發表期刊 特殊教育研究學刊
出版年份 2014 年
卷  期 39 卷 3 期
頁  次 p.81~109
關鍵字 特殊教育長期追蹤資料庫 ; 滿意度 ; 融合教育 ; 學校適應 ; 績效 ; Special Needs Education Longitudinal Study ; satisfaction ; inclusive education ; school adjustment ; accountability
語言別 中文
中文摘要

102 學年度國民教育階段有85%的障礙學生在普通班就讀,這群障礙學生的受教成果如何?本研究旨在探討國中階段障礙學生在融合教育下學校適應與校園滿意的情形,不同背景學生在學校適應與校園滿意的差異,以及校園滿意與其適應情形的關聯。研究資料係取自特殊教育長期追蹤資料庫所釋出的97 學年度國中階段問卷,包含分布於北、中、南、東地區安置在普通班與資源班的障礙學生資料,共有七年級1,213 人與九年級952 人,以學生問卷與教師問卷的部分題項進行描述性統計、t 考驗、重複量數變異數分析、單因子變異數分析與積差相關。研究結果如下:一、學校適應中,學業是所有障礙學生最主要的適應困難,同儕關係次差,再其次是師生關係。常規適應為所有學生表現最佳的向度,自我適應為次佳,二者均在適應佳的範圍。整體校園滿意度尚佳。二、學業適應以智障生最顯困難,學障生次之。三、同儕關係以自閉症學生的困難較突出。四、常規適應中,情障生最顯弱勢,其次為智障與學障生。五、自我適應中,九年級情障與學障生較困難。六、師生關係以九年級情障與學障生較差。七、校園滿意中,九年級情障與學障生的滿意度較低。八、年級比較,顯示九年級的師生關係不如七年級生,其他各向度無顯著差異。但不同安置的比較發現,七年級除自我適應、師生關係及校園滿意外,九年級除了自我適應外,所有向度顯示安置普通班的現況均優於資源班。九、自我適應、師生關係及同儕關係的好壞,對校園滿意具有影響,但學業適應與校園滿意無顯著關聯。

英文摘要

Purpose: In 2013, 85% of all students with disabilities attended regular classes in compulsory education in Taiwan. What were the educational outcomes for these students? We explored the school adjustment and campus satisfaction of students with disabilities in junior high schools; the differences of the school adjustment and the campus satisfaction of the students with disabilities from grades, placements and categories of disabilities; furthermore, the association between campus satisfaction and adjustment conditions of the students was also evaluated. Methods: The data were extracted from the junior high school questionnaires of the 2008 school year of the Special Needs Education Longitudinal Study database. The questionnaires were completed by teachers and students and were analyzed using descriptive statistics, a t test, a repeated measures analysis of variance, and Pearson correlation. All student samples (1,213 students in the seventh grade and 952 students in the ninth grade) attended regular classes or received additional resource classroom programs in Northern, Central, Southern, and Eastern Taiwan. Results/Findings: (a) Regarding school adjustment, the main difficulty for all students with disabilities was in academic dimension. The second difficulty was in peer relationships, followed by teacher-student relationships. Students exhibited the most favorable performance in following regular school rules. Self-adjustment showed the second-most favorable results. Overall, campus satisfaction was adequate. (b) Regarding academic dimension, students with intellectual disability (ID) exhibited substantial difficulties, followed by students with learning disability (LD). (c) In peer relationships, the most prominent difficulties were exhibited by students with autism spectrum disorder . (d) Regarding following regular school rules, the most severe difficulties were exhibited by students with emotional and behavioral disorders (EBD), followed by students with LD and ID. (e) Regarding self-adjustment, the students with EBD and LD in the ninth grade exhibited the least favorable performance. (f) Regarding teacher–student relationships, the students with EBD and LD in the ninth grade exhibited the most difficulties. (g) Regarding campus satisfaction, the students with EBD and LD in the ninth grade showed the least satisfaction. (h) Comparing grades, the students in the ninth grade exhibited a less favorable performance than those in the seventh grade regarding teacher–student relationships, but no substantial differences in each of the other dimensions. Based on a comparison of the placements, the results demonstrated that the school adjustment and campus satisfaction of students attending regular classes was superior to that of those receiving additional resource classroom programs, in addition to self-adjustment, teacher-student relationships, and campus satisfaction in seventh grade students. Results were identical for ninthgradestudents, in addition to self-adjustment. (i) Self-adjustment, teacher–student relationships, and peer relationships had a moderate impact on campus satisfaction, but no substantial association was observed between academic performance and campus satisfaction. Conclusions/Implications: The study indicated that students with disabilities were satisfied with the current situation of inclusive education.

本文被引用次數:5瀏覽...

說明:為本資料庫所收錄文章

本文參考文獻資料:

王天苗 (2010), 特殊教育長期追蹤資料庫:計畫內容(電子檔), 2012 年10 月15 日,取自http://snels.cycu.edu.tw/.

王天苗 (2011), 特殊教育長期追蹤資料庫:97 學年度資料使用手冊(電子檔), 2012 年10 月15 日, 取自 http://snels.cycu.edu.tw/.

王振德 (2004), 我國特殊教育評鑑及相關研究, 教育資料集刊, 29(), 341-357.

王茹誼 (2012), 國中學習障礙學生復原力對學校適應之影響, 國立彰化師範大學, 碩士論文, 未出版.

王華沛 (1990), 臺北市國小自閉症兒童教育安置現況調查及其學校生活適應相關因素之研究, 國立臺灣師範大學, 碩士論文, 未出版.

王瓊珠 (2007), 國小身心障礙學生家長對特殊教育滿意度分析, 2012 年9 月10 日, 取自http://snels.cycu.edu.tw/.

何家儀 (2004), 國小一年級新生學校適應之研究, 國立臺東大學, 碩士論文, 未出版.

吳武典 (2005), 融合教育的回響與檢討, 教育研究月刊, 000(136), 0028-0042. 

李靜怡、劉明松 (2011), 高雄市國中學習障礙學生自我概念與學校適應, 東台灣特殊教育學報, 000(013), 0099-0126. 

沈相如 (2010), 臺北市國小學習障礙學生學校適應和課業壓力之研究, 臺北市立教育大學, 碩士論文, 未出版.

林怡杏 (2006), 臺北市高中職肢體障礙腦性麻痺身體病弱自我概念與學校適應之相關研究, 國立臺灣師範大學, 碩士論文, 未出版.

林俊瑩 (2008), 家長對學校滿意度因果模型之建構與檢驗, 教育與社會研究, 000(015), 0023-0052. 

林偉婷 (2012), 國小高年級資源班學生學校適應與霸凌行為之研究, 國立臺中教育大學, 碩士論文, 未出版.

胡永崇 (2001), 融合教育:意義、爭議與配合措施, 載於嘉義大學特殊教育中心主編, 融合教育文集, 21-40 , 嘉義: 國立嘉義大學特殊教育中心.

孫淑柔、王天苗 (2000), 國民教育階段身心障礙學生學習成果評鑑之研究, 特殊教育研究學刊, 000(019), 0215-0234. 

徐瓊珠、詹士宜 (2008), 國小教師對不同類別身心障礙學生就讀普通班意見之調查研究, 特殊教育與復健學報, 000(019), 0025-0049. 

特殊教育法 (2009), 中華民國九十八年十一月十八日總統華總一義字第0 九八00 二八九三八一號令發布, .

特殊教育長期追蹤資料庫 (2012), 98 學年度調查資料統計結果( 高中職- -高一組、高三組), 2012 年12 月23 日, 取自http://snels.cycu.edu.tw/.

張春興 (2005), 教育心理學:三化取向的理論與實踐, 臺北: 東華.

張喜凰、林惠芬 (2011), 國小普通班自閉症學生學校適應與學校支持之研究-以中部地區為例, 特殊教育與復健學報, 000(025), 0025-0046. 

教育部特殊教育通報網 (2013), 102 學年度國中小教育階段各縣市安置班別學生數統計(身障)【年度特教統計】, 2013 年11月30 日,取自http://www.set.edu.tw/sta2/ default.asp_20130625.asp.

莊明貞 (1985), 國中學生學校生活素質與學校適應行為的關係, 新竹師專學報, 000(012), 0181-0245. 

陳冠杏 (1998), 臺北市國小普通班自閉症學生學校適應與學校支持系統之狀況調查, 國立臺灣師範大學, 碩士論文, 未出版.

陳慧萍 (2006), 臺北縣市國小亞斯伯格學童學校適應與支持系統之調查研究, 國立臺灣師範大學, 碩士論文, 未出版.

曾智豐 (2010), 公立國民小學家長對學校滿意度之動態研究:以一所國民小學為例, 教育與多元文化研究期刊, 3(), 101-138.

曾進興、陳靜江 (2001), 從顯著教育績效談起, 載於中華民國特殊教育學會主編:特殊教育品質的提升, 中華民國特殊教育學會2001 年刊, 1-12 , 臺北: 中華民國特殊教育學會.

鈕文英 (2008), 擁抱個別差異的新典範:融合教育, 臺北: 心理.

黃俊傑 (2000), 推動教育績效責任策略, 國教之友, 60(2), 34-46.

黃彥融、盧台華 (2012), 新移民子女資優生學校適應問題之研究─以北部三縣市為例 , 特殊教育學報, 000(035), 0047-0077. 

溫惠君 (2001), 融合教育指標及其特殊教育績效之探討:以智障學生為例, 國立臺灣師範大學, 碩士論文, 未出版.

詹文宏 (2005), 高中職自我概念、因應策略、學校適應及其因果模式之研究, 國立彰化師範大學, 博士論文, 未出版.

蔡明富 (2011), 特殊教育中有無伴隨品行疾患之注意力缺陷過動症學生的學校與家庭適應研究, 應用心理研究, 49(), 31-63.

鄭津妃 (2012), 臺灣普教與特教的現況與未來─繼續統合或行動融合?, 特殊教育季刊, 000(124), 0021-0028. 

鄭麗月 (2001), 情緒困擾與行為障礙兒童在融合教育中同儕接納與社會互動之研究, 載於楊宗仁主編, 融合教育學術論文集, 207-232 , 臺北: 國立臺北師範學院特殊教育中心.

盧台華 (2012), 子議題七:如何推動特殊教育課程與教學調整, 身障與資優教育優質化研討會議, 國立臺灣師範大學特殊教育中心, 9 月.

蘇彥如 (2009), 桃園縣國中普通班智能障礙學生學校適應之研究, 國立臺北教育大學, 碩士論文, 未出版.

Albinger, P. (1995), Stories from the resource room: Piano lessons, imaginary illness, and broken-down cars, Journal of Learning Disabilities, 28(10), 615-621.

Bosetti, L. (2004), Determinants of school choice: Understanding how parents choose elementary schools in Alberta, Journal of Education Policy, 19(4), 387-405.

Dymond, S. K. (2001), A participatory action research approach to evaluating inclusive school programs, Focus on Autism and Other Developmental Disabilities, 16(1), 54-63.

Evans, I. M., Salisbury, C. L., Palombaro, M. M., Berryman, J., & Hollowood, T. M. (1992), Peer interactions and social acceptance of elementary-age children with severe disabilities in an inclusive school, Journal of the Association for Persons with Severe Handicaps, 17(4), 205-212.

Fletcher-Campbell, F. (2001), A review of autismspecific provision for pupils with autistic spectrum disorders in the Republic of Ireland, Report to the Department for Education and Science, Dublin, , Unpublished report.

Friedman, B. A., Bobrowski, P. E., & Geraci, J. (2006), Parents’ school satisfaction: Ethnic similarities and differences, Journal of Educational Administration, 44(5), 471-486.

Guterman, B. R. (1995), The validity of learning disabilities services: The consumer’s view, Exceptional Children, 62(), 111-124.

Hannu, R., Piia, J., & Kati, K. (2004), Parents’satisfaction with their child’s first year of school, Social Psychology of Education, 7(4), 463-479.

Hausman, C., & Goldring, E. (2000), Parent involvement, influence, and satisfaction in magnet school: Do reasons for choice matter?, The Urban Review, 32(2), 105-121.

Jenkins, J. R., & Heinen, A. (1989), Students’preferences for service delivery: Pull-out, inclass, or integrated models, Exceptional Children, 55(), 516-523.

Lipsky, D. K., & Gartner, A. (1997), Inclusion and school reform: Transforming America’s classrooms, Baltimore, MD: Paul H. Brookes.

Moore, C., Gilbreath, D., & Maiuri, F. (1998), Educating students with disabilities in general education classroom: A summary of the research, : .

Odom, S. L. (2000), Preschool inclusion: What we know and where we go from here, Topics in Early Childhood Special Education, 20(1), 20-27.

Roberts, C., & Zubrick, S. (1992), Factors influencing the social status of children with mild academic disabilities in regular classrooms, Exceptional Children, 59(), 192-202.

Vaughn, S., Elbaum, B. E., & Schumm, J. S. (1996), The effects of inclusion on the social functioning of students with learning disabilities, Journal of Learning Disabilities, 29(6), 599-608.