特殊教育學校教師口腔保健知識、態度與行為之探討

研究背景：多數身心障礙學童受限於本身的障礙類型與程度，無法良好自我照護，口腔健康和口腔衛生也較差。及早做好口腔保健預防工作，可有效降低身心障礙學童的齲齒盛行率，而學校是推動口腔保健工作及口腔健康活動極重要的場所，教師的口腔保健知識、態度與行為，影響著學童的口腔健康。因此，本研究想瞭解特教教師之口腔保健認知知識、態度與行為，作為推動特教學校校園口腔保健之參考。研究目的：在探討特殊教育學校教師的口腔保健知識、態度、行為現況及相互間的關係。研究方法：採用隨機抽樣(Random sampling)，以2010 年2 月至2010 年6 月任教於或服務於台灣24 所公私立特殊教育學校之教師為對象，24 所特教學校共寄出932 份問卷，回收777 份，回收率83.37%。研究方法：本研究乃針對2010年2月至2010年6月任教於或服務於台灣 24所公私立特殊教育學校之教師為對象，進行口腔保健知識、態度及行為問卷調查。隨機抽樣(Random sampling)，共寄出932份問卷，總計回收有效問卷777份，回收率83.37%。問卷資料，以Microsoft Access 設計資料庫，輸入建檔，再以SPSS 17.0統計套裝軟體，進行統計分析。研究結果：特教老師平均口腔衛生知識分數為63.23 分，影響因素包含性別、婚姻狀況、最高學歷畢業系所、擔任職務，以及最近三年內接受過口腔衛生相關課程與否、每次參與課程的小時數與最一次參加課程的時間。口腔衛生態度分數為78.64 分，其影響因素包含性別、負責年級、擔任職務與最近三年內接受過口腔衛生相關課程與否。行為部分，每天刷牙三次(含)以上者佔56.94%為最多，刷牙的時機多在三餐飯後與食用甜食後。隨著知識、態度分數愈高，特教教師的口腔保健行為也愈佳。結論：特教老師口腔衛生知識仍有加強的空間，口腔衛生態度偏向正向，口腔衛生行為與一般國小教師相近。

關鍵字

口腔健康；特殊教育學校；教師；知識態度行為；學童

並列摘要

Background: Most children with disabilities, restricted to their own kinds of disabilities to some extentand the degree of it, were not able to take good care of themselves; as a result, their dental health conditions are relatively bad. Taking preventive measures of dental care at an earlier age enables them to lower the rate of decayed tooth among those children with disabilities effectively. Since a school is an formal institution to promote the awareness of dental care, teachers’ knowledge, attitude, and behaviour toward dental care have an impact on students’ dental health significantly. Therefore, this study was aimed to understand special educators’ knowledge, attitude, and behaviour toward dental care, and to be used as a further reference for promoting future dental care in special education schools. Objective: The reseacher probed into the current condition of dental caring knowledge, attitude, and behaviour in terms of special educators, and observed the interaction between the subjects and the physical facility. Material and methods: The method was adopted from random sampling. Those teachers who worked in 24 public or private special education schools in Taiwan and taught during the period of February 2010 and June 2010 were the targeted subjects. 932 questionaires were sent to those 24 special education school, and we retrived 777 ones, in which the percentage of retriving accounted for that of 83.37%. Results: The average dental caring knowledge grade of special eduacators’ was 63.23. The affecting factors included gender, a marriage status, a higher educational background, and a profession, and those related dental caring programs over the past three years, the length of each course and the last time of attending the course. The average grade of dental care attitude is 78.64, and affecting factors included gender, coresponding school grades, occupation, and those related dental caring courses over the past three years. In terms of behaviour, those who brushed their teeth more than 3 times a day (include 3 times) were the majority, which took up 56.94% of all collected data. The course of time for tooth brushing was mostly in the wake of a meal or sweets. With higher knowledge on the attitude-section test, the dental caring behaviour of those special educators were in a better stand. Conclusion: There is still spaceand room for improvement in light of the dental health knowledge of those special educators. They took a positive attitude toward the dental care and their dental caring behaviours were close to those of teachers in elementary schools.