新北市國民中學身心障礙學生家長對學校實施評量調整認知之調查研究

Abstract

本研究旨在探討新北市國民中學身心障礙學生家長對學校實施評量調整的認知現況，並討論不同背景變項家長認知的差異情形。 研究工具為研究者自編之「國民中學身心障礙學生家長對學校實施評量調整認知之調查問卷」，共寄出170份問卷，回收有效問卷156份，回收率91.76％。所得資料以次數分配、百分比及卡方考驗進行分析。所得結果如下： 一、整體而言，大部分的家長對評量調整的認知情形是了解的。其中以 「評量調整的意涵」最佳，其次依序是「評量調整的內容」、「評量調 整的實施原則」、「家長參與評量調整的權益」及「家長參與評量調 整的角色」。 二、家長對學校實施評量調整的認知，大專以上教育程度、家庭收入 7萬以上、子女障礙類別為感官障礙之學生家長對評量調整有比較清楚的 認知，其他則無顯著差異。

本研究亦針對教育行政單位、學校、教師、學生家長以及未來的研究提出建議，期能做為推動家長參與評量調整之參考。The purpose of this study is to investigate the understanding of parents with different background in assessment accommodations of students with disabilities in junior high schools in New Taipei City.

The research instrument was the questionnaire “Parents’ understanding in assessment accommodations of students with disabilities in junior high schools”. There were 170 copies sent out, 156 questionnaires were returned and analyzed. The valid rate was 91.76%. The data was analyzed by frequency distribution, percentage and chi-square test. The results of this study are as follows:

1. Most parents had good understanding of assessment accommodations. Among the five parts “The Meaning of Assessment Accommodations” ranked the first. The other four parts, by orders, were “The Content of Assessment Accommodations”, “The Performing Rule of Assessment Accommodations”, “The Rights of Parents’ Participation in Assessment Accommodations”, and “The Roles of Parents’ Participation in Assessment Accommodations”.

2. Parents with college degree, with household income higher than NT$70,000, or of children with sensory disabilities had better understanding of assessment accommodations. For the other parents,there was no significant difference observed.

Finally, based on the research results, researcher provided recommendations for educational institutions, junior high schools, teachers, parents, and researchers of continuous studies.