十二年就學安置之高中職學習障礙學生學校適應研究－以新北市為例

Abstract

本研究旨在瞭解新北市高中職十二年就學安置之學習障礙學生學校適應情形，並探討不同變項的學習障礙學生學校適應的差異情形。 研究採用量表調查法與訪談法進行，首先請學生先填寫『高中職學習障礙學生學校適應量表』，並蒐集老師及學生對於學習障礙學生學校適應的相關看法。資料蒐集對象為新北市高中職十二年就學安置之學習障礙學生，有效問卷共130份，訪談教師和學生人數共16位。 根據量表調查法與訪談法進行，本研究獲致以下結論： 一、 研究結論是學習障礙學生之適應情形較佳的題項分別為「遵守班規」、「喜歡上藝能科目」、「敬師」、及「合群」；而學習障礙學生皆表示較感困難的是「學業」。 二、 研究結論是其學校適應之表現並不因性別而有所差異。 三、 研究結論是其學校適應之表現並不因在學校時間長短而有所差異。 四、研究結論是其學校適應之表現是有顯著差異，且就讀私立高職學習障礙學生在學校適應之表現，顯著高於就讀公立高職學習障礙學生。 五、 研究結論是學生學校適應之表現並不因修習不同學程而有所差異。 六、 訪談結果： （一） 學習障礙學生：普遍表示較能適應國中資源班的教學模式；在升學的選擇大都聽從親人意見或依自己的興趣；認為自己的個性與情緒自我控制上表現的都很平穩且與老師同儕間的相處很融洽；在學習的過程中，確實感到學科能力上的不足；能瞭解學校提供成績評量調整與補救教學等協助。 （二） 學習障礙學生之教師：多數認為在教學或班級經營上，並不會造成困擾，但如能有一對一人力的協助與輔導會更好；學校行政在成績評量上給予很多的彈性與權限；學生的情緒控制平穩且與師生同儕互動上尚可；成績雖不盡理想，但重視態度；認為該班導師應具備主動積極關懷的特質；贊同學生融合於普通班級。

The main purpose of this study was to explore (1) the current status in school adaptation of senior and vocational high school students with learning disabilities in the Twelve-Year Educational Placement and (2) differences among the different variables school adaptation of students with learning disabilities. Questionnaires were employed to examine the current status of 130 students with learning disabilities in senior and vocational high schools. An in- depth interview was conducted to 16 participants including 8 students with learning disabilities and 8 teachers of the students. The data were analyzed in terms of student t-test, one-way ANOVA and Scheffé multiple comparisons. Based on the document analysis and the result of the questionnaires, this study reached the following conclusions: 1.Generally, the students with learning disabilities adapt to situations better in the following items: " to comply with class rules, "to like arts subjects "and the" respect to teachers ", and" acceptable "; however, the" academic " was the most difficult part for the students with learning disabilities. 2. The study came to the conclusion that the performance of their school adaptation did not vary by gender. 3. The study found that the adaptation of their school performance did not vary due to different grades. 4. Private vocational high school students had higher degree of satisfaction for school adaptation than students who study in public vocational students with learning disabilities. 5. The study concluded that the performance of students' school adaptation did not vary according to different major areas of study. 6. The interview results: (1) The students with learning disabilities generally were better adapted to the teaching model of the resource classes. Most of them would select the major according to their own interests and in compliance with their own personality. Their emotion and self-control performance were very stable. (2) Teachers of the students had the impression that most of the students with learning disabilities were quiet in the class, and they won’t make any trouble. Teachers hoped to provide more one-by-one courses to help the students with learning disabilities.