高中職普通班自閉症學生學校適應與支持系統之研究

Abstract

本研究旨在瞭解高中職普通班自閉症學生的學校適應與支持系統之關係，並據以提出結論與建議。 本研究採問卷調查法進行研究，以自編「高中職學生學校適應與支持系統調查問卷」為研究工具，對臺灣地區公立高中職普通班自閉症學生採分層抽樣方式進行調查，得有效問卷203份，整體可用率75.46%。問卷所得數據，以描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾遜積差相關分析及多元迴歸分析等統計方法進行分析，研究結論歸納如下： 一、高中職普通班自閉症學生的人際關係屬於較高程度，常規適應、學習適應情形屬於中等以上程度。 二、高中職普通班自閉症學生在學校行政支持屬於中等以上程度，在班級導師支持、學生家長支持、班級同儕支持屬於中等以下程度。 三、高中職普通班自閉症學生的學校適應情形，在部分層面因「年級」「障礙與程度」、「對目前就讀科別之興趣」、「對目前就讀科別之能力」背景變項不同而有顯著差異。 四、高中職普通班自閉症學生的支持系統現況，在部分層面因「年級」「障礙與程度」、「對目前就讀科別之興趣」、「對目前就讀科別之能力」、「目前接受特教服務情形」背景變項不同而有顯著差異。 五、學校適應情形與支持系統現況在部分層面呈現正相關，以班級同儕提供支持與人際關係適應情形相關最高。 六、支持系統現況對於學校適應情形，部分具有預測力，以班級同儕提供支持對人際關係適應情形之預測力最高。 最後依據研究發現與結論，對班級導師、家長、同儕及後續研究者提出建議。

The purpose of this study is to understand the adjustment of students with autism in regular classes of senior high schools and relationship with support system, and provide conclusions and suggestions accordingly. Questionnaire investigation to was adopted " The questionnaire of adjustment and school support system for students with autism in regular classes of senior high schools", and stratified random sampling is used on students with autism in regular classes of public senior high schools in Taiwan. There are 203 copies of valid questionnaire, and the questionnaire efficiency is 75.46%. The resulting survey data, with approaches as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation and multiple regression analysis, the conclusions are summarized as follows: 1. Relationships were higher degree, and regular adjustment, learning adjustment for students with autism in regular classes of senior high schools were above average. 2. School administration to provide support for students with autism in regular classes of senior high schools were above average, Class tutor, parents, class peer arents provide support for students with autism in regular classes of senior high schools were medium-degree. 3. Adjustment for students with autism in regular classrooms of senior high schools , in part of level due to "year level", "disorders and extent of disorder," " interests in current subjects," " ability on the subject matter" background variables there are significant differences. 4. Support system for students with autism in regular classes of senior high schools , in part of level due to "year level", "disorders and extent of disorder", " interests current subjects," " ability on the subject matter," "present status on special education services, " background variables there are significant differences. 5. Status of the adjustment and support systems are positively correlated in part of level, in the sutudents also show a positive correlation to the class peer support and relationships, resulting to maximum adaptation to the situation. 6. Support system for adjustment, partial prediction capability, peer provided support, and the adjustment as relationship and at all level. Finally, based on research findings and conclusions, recommendations were provided for homeroom teachers, parents, peers and subsequent researchers.