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題名：臺灣地區不同障礙類別特殊幼兒學習行為之差異分析：家庭社會資本的作用
書刊名：特殊教育與復健學報
作者：周依潔／林俊瑩 引用關係／林玟秀 引用關係
作者(外文)：Chou, Yi-chieh／Lin, Chun-ying／Lin, Wen-hsiu
出版日期：2014
卷期：30
頁次：頁1-22
主題關鍵詞：特殊幼兒；障礙類別；學習行為；家庭社會資本；特殊教育長期追蹤資料庫；Exceptional preschooler；Disability category；Learning behavior；Family social capital；Special needs education longitudinal study；SNELS
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:358
  • 點閱點閱:80
本研究運用「特殊教育長期追蹤資料庫」（以下簡稱SNELS）分析不同障礙類別特殊幼兒學習行為之現況與差異，並以家庭社會資本為中介變項，探討不同障礙類別特殊幼兒學習行為的影響機制。以因素分析及多元迴歸分析96學年度SNELS中特殊幼兒家長與教師的調查，以學生代碼合併家長與教師資料共取得有效樣本為1,417份；其中，幼兒的學習行為資料取自教師問卷。結果顯示臺灣地區特殊幼兒在「獨立自主」以及「專注守規」兩層面的學習行為表現，均在水準之上；至於「合作積極」方面的能力則普遍較差。進一步的分析發現，不同障礙類別的特殊幼兒，除了先天障礙造成學習能力差異外，障礙類別的不同也會影響家長所提供家庭社會資本的多寡，進而導致特殊幼兒學習行為的落差。依上述結果，本研究對當前學前特教親職行為提出檢討與建議。
This study made use of the Database of Special Needs Education Longitudinal Study (SNELS) to investigate the differences of learning behaviors between toddlers with different disabilities. In addition, it also analyzed the differences in family social capital between preschool children of different disability categories and further examined whether such differences affected children's learning behaviors. The data analyzed by this study came from the database of SNELS year 2007. By combining children's codes and data of their parents and teachers, this study obtained a total of 1,417 valid samples. Results indicate that preschool children with special needs in Taiwan have good performance in the 'independence' and 'concentrating and rule-abiding' dimensions of learning behaviors but poor performance in 'cooperative and active' dimensions. Further analysis suggests that preschool children from different disability categories have some inherent differences in learning behaviors, but their differences in learning behaviors are also caused by their family social capital which varies depending on their disability category.
期刊論文
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2.林俊瑩、吳裕益(20071200)。家庭因素、學校因素對學生學業成就的影響：階層線性模式的分析。教育研究集刊，54(4)，107-144。new window  延伸查詢new window
3.林翠英(20050900)。特殊需求學生的課程與教學。特殊教育季刊，96，23-31。new window  延伸查詢new window
4.柯雅玲(2005)。十項動作訓練增強遲緩兒肌耐力。關懷遲緩兒，5，37-40。  延伸查詢new window
5.鈕文英(2009)。身心障礙教育觀念與作法之轉變。中華民國特殊教育學會年刊，97，247-270。  延伸查詢new window
6.陳惠茹(20100300)。早期介入家庭支援服務之探討。特殊教育季刊，114，22-28。new window  延伸查詢new window
7.蔡淑桂(20090400)。家庭服務導向之親職教育方案對發展遲緩幼兒的父母教養能力、家庭功能之研究。教育研究學報，43(1)，107-132。new window  延伸查詢new window
8.嚴淑珍、陳淑芳(2005)。幼兒氣質與在園適應行為之相關研究。臺東大學教育學報，16(2)，93-109。  延伸查詢new window
9.Blue-Banning, M.、Summers, J. A.、Frankland, H. C.、Nelson, L. L.、Beegle, G.(2004)。Dimensions of family and professional partnerships: Constructive guidelines for collaboration。Exceptional Children，70(2)，167-184。  new window
10.Brookman-Frazee, L.、Koegel, R. L.(2004)。Using parent clinician partnerships in parent education programs for children with autism。Journal of Positive Behavior Interventions，6(4)，195-213。  new window
11.Coleman, J. S.(1988)。Social capital, human capital, and schools。Independent School，9-16。  new window
12.Gillian, H. T.、Pong, S. L.(2005)。Does family policy environment moderate the effect of single-parenthood on children's academic achievement? A study of 14 European countries。Journal of Comparative Family Studies，36(2)，227-248。  new window
13.Guralnick, M. J.、Groom, J. M.(1987)。The peer relations of mildly delayed and non-handicapped preschool children in mainstreamed playgroups。Child Development，58(6)，1556-1572。  new window
14.Osher, T. W.、Osher, D. M.(2002)。The paradigm shift to true collaboration with families。Journal of Child and Family Studies，11(1)，47-60。  new window
15.Rimm-Kaufman, Sara E.、Pianta, Robert C.、Cox, Martha J.(2000)。Teachers' judgments of problems in the transition to kindergarten。Early Childhood Research Quarterly，15(2)，147-166。  new window
16.Dika, S. L.、Singh, K.(2002)。Applications of social capital in educational literature: A critical synthesis。Review of Educational Research，72(1)，31-60。  new window
17.Fan, X. T.、Chen, M.(2001)。Parental involvement and students' academic achievement: a meta-analysis。Educational Psychology Review，13，1-22。  new window
18.Lareau, A.(2002)。Invisible inequality: Social class and child reading in black families and white families。American Sociological Review，67，747-776。  new window
19.Rafferty, Y.、Piscitelli, V.、Boettcher, C.(2003)。The impact of inclusion on language development and social competence among preschoolers with disabilities。Exceptional Children，69，467-479。  new window
20.Yan, W.、Lin, Q.(2005)。Parent involvement and mathematics achievement: Contrast across racial and ethnic groups。The Journal of Educational Research，99(2)，116-127。  new window
21.林月仙、吳裕益、蘇純瑩(20050900)。對話式閱讀對學前身心障礙兒童詞彙能力之影響。特殊教育研究學刊，29，49-71。new window  延伸查詢new window
22.Khattab, Nabil(2002)。Social Capital, Students' Perceptions and Educational Aspirations among Palestinian Students in Israel。Research in Education，68(1)，77-88。  new window
23.Jewsuwan, R.、Luster, T.、Kostelnik, M.(1993)。The relation between parents' perceptions of temperament and children's adjustment to preschool。Early Childhood Research Quarterly，8(1)，33-51。  new window
24.Dunst, C. J.(2000)。Revisiting "Rethinking Early Intervention"。Topics in Early Childhood Special Education，20(2)，95-105。  new window
25.Johnson, D. R.、Stodden, R. A.、Emanuel, E. J.、Luecking, R.、Mack, M.(2002)。Current challenges facing secondary education and transition services: What research tells us。Exceptional Children，68(4)，519-531。  new window
26.Sroufe, L. A.(1997)。Psychopathology as an outcome of development。Development and Psychopathology，9(2)，251-268。  new window
27.鍾鳳嬌、王國川、陳永朗(2006)。屏東地區外籍與本國籍配偶子女在語文、心智能力發展與學習行為之比較研究--探析家庭背景的影響。教育心理學報，37(4)，411-429。new window  延伸查詢new window
28.黃志雄(20031200)。特殊兒童家庭支持與家長參與。特教園丁，19(2)，8-15。  延伸查詢new window
29.Baron, R. M.、Kenny, D. A.(198612)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
30.Park, S. Y.(2005)。Student engagement and classroom variables in improving mathematics achievement。Asia Pacific Education Review，6(1)，87-97。  new window
31.林月仙(20060900)。以童書為媒介提升身心障礙兒童入學準備能力之成效分析。特殊教育研究學刊，31，1-22。new window  延伸查詢new window
32.Dumais, Susan A.(2002)。Cultural Capital, Gender, and School Success: The Role of Habitus。Sociology of Education，75(1)，44-68。  new window
33.林俊瑩、黃毅志(20080600)。影響臺灣地區學生學業成就的可能機制：結構方程模式的探究。臺灣教育社會學研究，8(1)，45-88。new window  延伸查詢new window
34.黃毅志(20031200)。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。new window  延伸查詢new window
35.王天苗(20090600)。「特殊教育長期追蹤資料庫」簡介。人文與社會科學簡訊，10(3)，108-116。  延伸查詢new window
圖書
1.何華國(2006)。特殊兒童心理與教育。臺北市：五南。  延伸查詢new window
2.李淑玲(2011)。普通班融合重度及多重障礙學生。臺北市：心理。  延伸查詢new window
3.鈕文英(2008)。特殊教育發展報告書--特殊教育現況探討、發展策略及行動方案。臺北市：教育部。  延伸查詢new window
4.Carter, S.(2002)。The impact of parent/family involvement of student outcomes: An annotated bibliography of research from the past decade。Eugene, OR：Consortium for appropriate Dispute in Special Education。  new window
5.Riegle-Crumb, C.、Muller, C.、Frank, K.、Schiller, K.(2005)。National Longitudinal Study of Adolescent Health: Wave III education data。Chapel Hill, NC：Carolina Population Center, University of North Carolina at Chapel Hill。  new window
6.Sparrow, S. S.、Cicchetti, D. A.、Balla, D.(1984)。Vineland Adaptive Behavior Scales。American Guidance Service。  new window
7.Turnbull, A. P.、Turnbull, H. R.(2006)。Families, professionals, and exceptionality: A special partnership。Columbus, OH：Merrill Prent, Hall。  new window
8.Copple, C.、Bredekamp, S.(2009)。Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8。Washington, DC：National Association for the Education of Young Children。  new window
9.Mastropieri, M. A.、Scruggs, T. E.(2000)。The Inclusive Classroom: The strategies for Effective Instruction。Upper Saddle River, NJ：Prentice Hall。  new window
10.Turnbull, A. P.、Turnbull, H. R.(1990)。Families, professionals, and exceptionality: A Special partnership。New York, NY：Macmillan。  new window
11.Turnbull, A. P.、Turnbull, H. R.(2001)。Families, professionals, and exceptionality: Collaborating for empowerment。Merrill Prentice Hall。  new window
12.張春興(1989)。張氏心理學辭典。臺北市：東華書局。  延伸查詢new window
13.林生傳(2003)。教育研究法：全方位的統整與分析。心理出版社。  延伸查詢new window
14.Coleman, James Samuel(1990)。Foundations of social Theory。Belknap Press of Harvard University Press。  new window
單篇論文
1.Gilliam, W. S.(2005)。Pre-kindergarteners left behind: Expulsion rates in state prekindergarten systems，New Haven, Connecticut：Yale University。  new window
圖書論文
1.Hamre, B. K.、Pianta, R. C.(2007)。Learning opportunities in preschool and early elementary classrooms。School readiness and the transition to kindergarten in the era of accountability。Baltimore, MD：Brookes。  new window
2.Sameroff, A. J.、Fiese, B. H.(2000)。Models of development and developmental risk。Handbook of infant mental health。Guilford。  new window
3.Bronfenbrenner, U.、Morris, P.、Pamela, A. M.(1998)。The ecology of developmental processes。Hankbook of child psychology: Theretical models of human development。New York：Wiley。  new window
4.張善楠、黃毅志(1999)。臺灣原漢族群、社區與家庭對學童教育的影響。臺灣原住民教育。臺北：師大書苑。  延伸查詢new window
5.Bourdieu, P.(1986)。The forms of capital。Handbook of theory and research for the sociology of education。Greenwood Press。  new window
 
 
 
 
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