高級中等學校學習障礙學生之學校生活適應__臺灣人文及社會科學引文索引資料庫

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題名：	高級中等學校學習障礙學生之學校生活適應
作者：	卓曉園
作者(外文)：	CHO, HSIAO-YUAN
校院名稱：	國立臺南大學
系所名稱：	特殊教育學系碩博士班
指導教授：	詹士宜
學位類別：	博士
出版日期：	2020
主題關鍵詞：	高級中等學校；學習障礙；學校生活適應；senior high school；learning disabilities；school adjustment
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:0

本研究旨在了解高級中等學校學習障礙學生學校生活適應之情形與經驗，採先量化後質性之二階段系列研究設計。第一階段以自編之「高級中等學生背景問卷」、「高級中等學生學校適應問卷（學生版）」與「高級中等學生學校適應問卷（教師版）」進行資料蒐集，選取632位高級中等學校學習障礙學生及其一位教師作為研究對象，有效問卷為612份，有效問卷的比例為98.39%。所得資料以描述性統計、重要－表現程度分析法、多變量變異數、相依樣本t檢定，以及階層迴歸等方法進行統計分析。第二階段則以「高級中等學生學校生活適應訪談題綱」進行訪談，對象為第一階段「高級中等學生學校適應問卷」中適應良好者與適應不佳者共21位學生。本研究結果發現如下：
一、高級中等學校學習障礙學生之學校生活適應現況趨於正向，最高者為師生關係，最低者為學科學習。
二、學校提供之支持與資源大部分可符合學生需求，但在考試服務、教科書的輔助、轉介其他資源、同學和老師的協助等部分項目可再改善。另外，學習障礙學生最想要獲得的支持與資源為評量調整，實際獲得程度最高者也以評量調整為主。
三、不同背景之高級中等學校學習障礙學生於學校生活適應情形具有差異。學習障礙學生學校生活適應中不同學業成就、班型、入學管道、類群、選校原因與家長教養態度等背景變項之學生有顯著差異，而年級、性別、家庭社經地位、學習障礙鑑定通過時間、最早接受特殊教育服務時間等背景變項之學生則無顯著差異。
四、高級中等學校學習障礙學生之學生自評與教師他評之差異情形大部份達顯著差異。其中，學科學習、術科學習、師生關係、整體適應為學生自評顯著高於教師他評結果，環境感受則為教師他評顯著高於學生自評結果，僅同儕關係未達顯著差異。
五、個人、家庭、學校學習等三組背景因素可共同預測高級中等學校學習障礙學生之學校生活適應。個別預測因素以人際能力最重要，在學術群普通科與職業類科、學生自評與教師他評比較，在控制個人與家庭背景因素後，人際能力均為對學校生活適應中之整體適應、同儕關係與環境感受最具預測力之因素。此外，學習態度與學校支持在學生自評之學校生活整體適應具有預測力。
六、學校生活適應良好之高級中等學校學習障礙學生經驗可歸納為個人內在、與家庭環境的互動、與學校環境的互動等三部分。個人內在因素包含具有正向的個人特質、遇到問題積極求助、喜歡自己、明確認識自己的優勢、具體說明自己的困難、正向看待學習障礙的身分、坦然接受障礙揭露、積極進行生涯規劃等。家庭環境的互動包含家長能支持孩子的選擇與家長的開明尊重態度。在與學校環境的互動包含具有良好之人際關係、積極擔任幹部，以及正向形容環境感受。
七、學習障礙學生提供在學習概況、人際關係、師生關係、學校支持分享學習經驗與相關建議。在學習概況部分，研究參與者大多發展出學校適應之因應之道。在人際關係方面，研究參與者大多在國中小有不愉快的人際互動經驗，以及學習障礙學生之間的互動有助於自我成長。在師生關係方面，研究參與者分享老師的正向特質與教學能力很重要，以及任課老師對學習障礙學生的了解不足。在學校支持的部分，研究參與者認為最有幫助的是評量調整和課業輔導。
另外，研究參與者提供給學習障礙者之建議，包含及早進行生涯試探了解自己的興趣和性向、選擇公立學校需謹慎評估能力和抗壓性、培養人際能力有助於學校適應、接受學習障礙的身分並善用相關資源。
研究者依據研究結果提出下列建議：
一、實務建議包括學生、家長、學校、行政制度等四個面向。在學生方面強化學習障礙學生之社會人際能力、輔導學習障礙學生之人際關係問題、關注學習障礙學生社會情緒狀況、提升學習障礙學生之自我效能與自我決策能力。在家長方面，增能家長正向之親職知能與態度。在學校方面對於學校生活適應的評估宜兼採學生自評與教師他評的看法、提升任課老師對學習障礙學生之了解、結合個別化教育計畫會議讓學生檢視學校支持系統之適切性。在行政制度落實適性輔導安置、審視特殊教育師資編配之合理性、建置諮詢管道。
二、未來研究建議包括探討職業類科學生之學習適應宜區分學科學習與術科學習、探討安置於無編制特殊教育教師之學習障礙學生學校生活適應、納入教師與家長對學校生活適應之觀點、針對適應較弱之學生進行行動研究、建置學校生活適應問卷之常模、擴及其他類型特殊需求學生之探討。

以文找文

The aim of this study was to investigate the school adjustment of senior high school students with learning disabilities. Participants included 612 senior high school students and teachers. This study was conducted with two stages. First stage, students’ self-rating version and the teacher-rating version of school adjustment questionnaires were filled out to compare their difference related to students’ school adjustment pespectives. Second stage, twenty-one well-adapted or maladaptive participants were interviewed individually to share their perception and experience of school adjustment. Data were analyzed with Descriptive statistics, Importance- Performance Analysis(IPA), MANOVA, paired sample t test, hierarchical regression, and qualitative analysis.
The findings of this study were summarized as follows:
1. In general, the school adjustment status of senior high school students with learning disabilities was showed positive. The both senior high school students and teachers rated “teacher-student relationship” as the highest dimension and “academic learning” as the lowest one.
2. The supports and resources providing by school were approximately meet the students’ needs. Only some items were less than those students expected to obtain, such as the examination services, the assist of textbook, the referral to other professionals, and the personal assistance actually. In addition, the support of assessment accommodation were the highest rank for that the students with learning disabilities to expect and actually obtain domain.
3. Significant differences in school adjustment were showed among the students with learning disabilities on some variables, including academic achievement, type of class, admission types, academic program groups, reasons for school choosing, and parenting styles. No significant differences in school adjustment were found among students’ grades, gender, social-economic status (SES), identification timing, and initial time of receiving special education.
4. Significant differences in school adjustment were found between students’ self-rating version and the teacher-rating version on except “peer relationship”. The self-rating result indicated “academic learning”, “technical training”, “teacher-student relationship” and overall school adjustment were better than the result from teacher-rating. However, “environment adjustment” was on contrary.
5.Individual, family, and school-learning were potent factors to predict school adjustment. Further, social competence was the most powerful predictor on school adjustment of senior high school students with learning disabilities. Learning attitude and school support were shown positively predictive on overall school adjustment of senior high school students with learning disabilities.
6. Three aspects of the well-adapted experience students were generalized: individual, family interactions, and school-related factors. In individual aspect, well-adapted students had positive personal characteristics, actively asked for help, expressed to like themselves, definitely knew the strength of themselves, positively accepted the identity of learning disabilities, open-heartedly exposed the identity of learning disabilities, and actively planned their career. In family interactions aspect, well-adapted students received supported and respected from their parents. In the aspect of school-related factors, well-adapted students had well peer relationship, will to be a cadre and positive attitude to school.
7. The students shared their past learning experience in peer relationship, teacher-student relationship, and school support. The students could develop coping strategies to deal school adjustment from past learning experience. Most students had bad experience of peer relationship with others before. The interactions among students’ peers could promote their school adjustment.
8. Students mentioned the importance of teachers’ positive personal characteristics and the abilities of teaching. Some teachers who lack the knowledge about learning disabilities may had negative influence. In addition, they considered assessment accommodations and remedial teaching are most helpful.
On the other hand, the students proposed suggestions included: earlier career exploration, ability and stress resistance evaluation for choosing public school, well peer relationship development, and acceptation of learning disabilities identity, and effective use of related resources.
Based on the results of the study, suggestions were proposed for the practical works and further researches. The suggestions for the practical works include four aspects: for students, for teachers, for parents, for school, and for administration. For students, the suggestions are to strengthen their social competency, to guide their interpersonal problems, to aware their social-emotion status, to promote self-efficacy and self-determination. For parents, the suggestion is to improve parenting knowledge and attitude. For school, the suggestions are to consider both students’ and teachers’ perspective to school adjustment, to promote teachers’ knowledge of learning disabilities, and to provide appropriateness of school support system and examines according students’ IEPs . For administration, the suggestions are to implement adaptive placement, to examine appropriate employee of special education teachers, and to establish counseling channels.
The suggestions for the further research are to differentiate technical training from academic learning for discussion on school adjustment of vocational high school, to explore the school adjustment of senior high school students with learning disabilities that the schools do not have special education teacher, to incorporate the viewpoint of teachers and parents toward school adjustment, to conduct action research for maladaptive students, to develop norms for school adjustment questionnaires, and to investigate other type of students with special educational needs.

以文找文

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