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題名:影響學前至國小教育階段轉銜成效的因素預測模式之建構與驗證
作者:林智娟
作者(外文):LIN, CHIH-CHUAN
校院名稱:國立高雄師範大學
系所名稱:特殊教育學系
指導教授:吳裕益
學位類別:博士
出版日期:2014
主題關鍵詞:轉銜成效身心障礙縱貫研究successful transitiondisabilitieslongitudinal study
原始連結:連回原系統網址new window
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本研究透過特殊教育長期追踨資料庫,使用244名身心障礙幼兒之教師及家長的調查資料。旨在瞭解學前階段與國小階段轉銜成效的因素,建構轉銜成效預測模式,比較不同年度各影響因素的預測力,瞭解轉銜成效因素對轉銜成效兩平行成長模式參數預測力,探討轉銜成效因素與轉銜成效之間的因果關係。本研究發現如下:
一、各階段的轉銜成效因素不盡相同:影響轉銜成效因素在第一(即96學年)、二(即98學年)、三(即99學年)所呈現的組合都不相同,其影響程度不一。「口語能力、教師付出」為三波共通的因素,「行政支持、肢體發展」在第一、三波出現,亦有單獨出現在第一波的「支持服務」及第二波的「專業參與」。
二、轉銜成效指標分為學習適應及學校適應兩部分:學習適應為教師評定身障幼兒在校的學習及適應各種能力,學校適應則家長填寫身障幼兒在校學習情況與融合情形。
三、多數的前一階段轉銜因素及轉銜成效內涵對後一階段有直接正向效果與間接正向效果:第一波(96學年)的「口語能力」、「肢體發展」、「家長奉獻」、「學習適應」與「學校適應」對第二(98學年)、第三波(99學年)有直接正向與間接正向的效果,唯「親友接納」第一波對第三波未有正向直接效果。
四、在兩平行成長模式下「家長奉獻、口語能力、學習適應、學校適應」成長率對自身成長率有得分愈高,其進步情形速度有較低分者愈慢的情形;在96學年「口語能力」、「家長奉獻」的起始點得分愈高,其學習適應及學校適應的起始點得分愈高,表示口語能力或家長奉獻分數高,身障幼兒的學習適應及學校適應表現愈佳。
五、學前的口語能力及家長奉獻對身障幼兒的學習適應有正向影響,表示學前幼兒的口語能力及家長奉獻愈高,其表現的學習適應能力愈佳;學前階段的學校適應情況對影響親友接納情況,表示身障幼兒在學校適應愈佳,其親友接納情況愈好。
六、「口語能力」是影響轉銜成效的關鍵因素:無論在縱貫研究及橫斷研究,「口語能力」均有理想的模式適配度,顯示口語能力為影響轉銜成效的重要因素。
根據研究結論,建議未來研究朝向不同階段別、其他可能的轉銜成效因素進行探討。在提供轉銜服務時,應考量不同階段及個別需求,提供適性的轉銜規畫,並且,盡力確保身心障礙幼兒能轉銜成效,為下一階段的轉銜奠定良好的基礎。
The transition of children with disabilities from pre-school to elementary school is an important event both for sustaining gains made during pre-school for establishing future social and academic development. The aims of this study were to: (1) investigate the factors affecting transition from pre-school to elementary school, (2) construct and validate the transition results prediction model, (3) find the causality among the factors with transition results.
The study sample included 244 participants with disabilites from Needs Education Longitudinal Study(SNELS). The study would comprise 3 timepoints over the 4-year period:aged 3 in 2007 at 1 time point, aged 5 in 2009 at the second time point , and aged 6 in 2010 at the third time point. These statistical methods were used that (1) the factors affecting successful transition were identified by exploratory factor analysis (2)the contents of successful transition was constructed by confirmatory factor analysis; (3) a different prediction model was constructed about the transition in pre-school to elementary school by structural equation modeling (4) the relation among several factors affecting successful transition with the content of transition were established by growth model for two parallel processes with regressions analysis (5) the causality among the transition factors with transition results in pre-school to elementary school was found by autoregressive cross-lagged model.
Results from this study indicated that:(1)there were 10 transition elements identified in the study being analyzed, but the 5 factors affecting transition results in this finding just included teacher support, the support services from school, professional involvement, physical ability, and oral proficiency at the three timepoints;(2) the contents of successful transition were consist of these adaptations in learning and school.(3) the previous development of these factors and transition results were positively related to the later development, such as physical ability, oral proficiency, parent involvement, the learning adaptations ,and the school adaptations.(4)the slope of parent involvement had negative influence on the slope of the adaptations in learning and school , oral proficiency was the same. It meant that better parent involvement or oral proficiency , the progressive rate of the adaptations in learning and school were lower. (5) parent involvement and oral proficiency had influence on the learning adaptations; the school adaptations had influence on family acceptance. The finding only was in pre-school, not in elementary school. (6) whether it was in cross-sectional or longitudinal study, oral proficiency were the most important elements at the three timepoints.
This study offered practical suggestions to guide future research and to facilitate successful transitions.
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黃美娥(2013)。國民小學實施幼小轉銜入學準備班活動之個案研究(未出版之碩士論文)。國立臺中教育大學,台中市。
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滿光哲(2007)。學前階段教師對發展遲緩兒童幼小轉銜服務專業知能問題之研究(未出版之碩士論文)。國立臺中教育大學,台中市。
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頼瑾誼(2010)。以德懷術建構身心障礙幼兒幼小轉銜模式(未出版之碩士論文)。國立臺中教育大學,台中市。
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