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題名：高中普通班身心障礙學生特殊教育需求及學習經驗之研究
作者：李昆霖
作者(外文)：Lee, Kun-lin
校院名稱：國立彰化師範大學
系所名稱：特殊教育學系所
指導教授：周台傑
學位類別：博士
出版日期：2012
主題關鍵詞：普通班身心障礙學生；個案研究法；特殊教育需求；學習經驗；students with disabilities in regular class；case study research；special educational needs；learning experiences
原始連結：連回原系統網址new window
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本研究主要目的在於蒐集高中普通班身心障礙學生之特殊教育需求及其學習經驗。研究對象為高雄市一所高級中學就讀普通班並接受特殊教育服務之身心障礙學生。研究者採用個案研究法，共計對9名個案及12名個案之重要他人進行深度訪談、參與式觀察及相關資料蒐集。研究者將所蒐集的資料進行編碼並透過Atlas.ti軟體進行資料管理，從40份初始文件整理出201個譯碼系統，再將譯碼系統概念聚攏成21個譯碼家族、並提升出環境、學習、個人、家庭、輔助、制度、及其他等7項範疇。本研究結果說明如下：
一、本研究情境下高中普通班身心障礙學生之「特教需求」內容主要為：「制度面」之鑑定、標籤、升學考試、轉銜等議題內容；「輔助面」之特殊教育、學習及生活協助、醫療和科技輔具等議題內容。「學習面」之學習環境、學習目標、特殊考場和調整性評量等議題內容。
二、本研究情境下高中普通班身心障礙學生之「學習經驗」內容主要為：「環境面」之融合教育精神和挑戰、個別間差異、群性和同儕關係、同儕對各類特殊需求的覺察、正向或負向的歷程事件；「學習面」之教師角色、家長角色、教學策略、學習策略；「個人面」之優弱勢能力或表現、個案之自我概念、個案行動層面；「家庭面」之家長心路歷程、家庭價值、家庭社會關係和社群網絡等議題內容。
另外，本研究資料結果顯示，所蒐集之個案「特殊教育需求」內容及其「學習經驗」和其所屬特殊教育類別具關連。例如：聽覺障礙學生主要需求有利之聽語環境和學習輔具，而經歷聽語學習、口語溝通或社會互動參與等學習經驗；視覺障礙學生主要需求各式學習及生活協助，而其敏感與細膩並經歷群性和同儕關係等學習經驗；肢體障礙學生主要需求無障礙環境和特殊教育行政支援，而經歷自我覺察和自我形象等學習經驗；身體病弱學生主要面臨學校課業和醫療相關需求，而經歷自我覺察和自我形象等學習經驗；自閉症及情緒行為障礙學生主要面臨學校課業、人際和社交互動議題，而經歷人際互動、情緒處理、群性和同儕關係等學習經驗。
研究者根據前述研究結果，進行相關討論後，提出對教育行政機關、特殊教育實務、以及對未來研究之建議。
The main purpose of this study is to clarify the special educational needs and the learning experiences of high school students with disabilities in regular class. The participants in this study are high school students with disabilities in regular class in Kaohsiung, Taiwan.
The researcher has adopted the case study research on the total of 9 participants and other 12 significant relatives to proceed in-depth interviews, participant observation and relevant information collection. The researcher has proceeded the coding procedure on the collected information through the Atlas.ti Software for information management. It has the 201 coding systems derived from the 40 primary documents, and the researcher has re-assembled its concept of coding system into the code families. In addition, it brings out 7 categories including the “Environment”, “Learning”, “Individual”, “Family”, “Auxiliary”, “System” and “The others". This study result is shown as below:
1.Under this research context, the contents of the "Special Educational Needs" for high school students with disabilities in regular class are mainly: the issues of classification, labeling, scholastic exam, and transition of “System Aspect”; the issues of special education, learning and daily living assistances, medical and technological auxiliaries of “Auxiliary Aspect”; the issues of learning environment, goals of learning, alternative assessment space and adjustment of “Learning Aspect”.
2.Under this research context, the contents of the "Learning Experiences" for high school students with disabilities in regular class are mainly: the issues of spirit and challenge of inclusion, inter-difference, relationships of group and peers, observation of various special needs among the peers, progress of positive or negative matters of “Environment Aspect”; roles of teachers, parents, teaching strategy and learning strategy of “Learning Aspect”; advantages/disadvantages abilities or performance, self-conceptions of the case, actions of the case of “Individual Aspect”; psychological journey of the parents, family value, socio-family relationships and social networks of “Family Aspect”.
In addition, this research results indicate that the contents of the special educational needs of the collected case in this study as well as the learning experiences are related to its special educational category. For example, students with hearing impairments mainly demand for the hearing environment and learning aid technology to go through the learning experiences like hearing and speech learning, verbal communication or social interaction. Students with visual impairments mainly need various learning and daily-life assistances, and they are able to go through the relationships of group and the peers learning experiences sensitively and exquisitely. Yet students with physical impairments especially should be provided with the accessible environment and administrative support of special education, so that they can experience the process of self-awareness and learn to establish self-conception. Academic performance and needs of medical treatments are first considered for students with health impairments; afterwards they can make self-awareness and experience self-image establishment. Students with autism and emotional/behavioral disorders should mainly cope with academic problems, interpersonal and social interaction issues to further take part in the learning experiences of interpersonal interactions, emotional control, group polarizations and relationship among same generations.
According to the previously stated research results and relevant discussions made after, researcher has submitted the suggestions for special educational practices, for future studies, and for the education administrative officials.
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